COMMONWEALTH OF PENNSYLVANIA 
DEPARTMENT OF PUBLIC INSTRUCTION 


COURSES of STUDY 


IN 


HISTORY 


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YEARS VII-XII 


HARRISBURG-, PENNSYLVANIA. 

J. L. L. KUHN, PRINTER TO THE COMMONWEALTH 

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COMMONWEALTH OF PENNSYLVANIA 

, I 

DEPARTMENT OF PUBLIC INSTRUCTION 


COURSES of STUDY 

IN 

HISTORY 

AND 

SOCIAL SCIENCE 



4 


YEARS VII-XII 


HARRISBURG, PENNSYLVANIA. 

J. L. L. KUHN, PRINTER TO THE COMMONWEALTH 

1923 



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LIBRARY of congress 

Rsqsived 



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DOCUMENTS DIVISION 


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CONTENTS 

Junior High School PAGE 

United States History . 5 

Community Civics . 35 

Vocational Civics . 73 

Economic Civics . Ill 

Senior High School 

V - 

European History . 125 

American History . 155 

Problems of Democracy . 191 




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UNITED STATES HISTORY 


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UNITED STATES HISTORY 


Seventh Year 

The aims and principles of the Course in History are a unit 
throughout the elementary and junior high grades, consequently the 
General Introduction for the earlier period is repeated for the later 
period. 

Introduction. The teacher is requested to read carefully the 
Introduction to the course in Civics for Grades I-IX. The funda¬ 
mental aims, principles, and methods there enunciated are, in the 
main, applied to the work in history for the corresponding grades. 
The aim of both is to train in citizenship; the one through the study 
of community cooperation and the practice of group activity, the 
other through a study of the growth of community consciousness and 
the development of cooperative democracy. In short, history is past 
civics—civics is present history. * 

Only in the matter of class activity does the history differ mater¬ 
ially from the civics. In the latter the way is open to varied indi¬ 
vidual and class projects for civic usefulness. In the former the way 
is not so plain, except in so far as the history is made to serve as a 
background of modern civic problems, and hence becomes a contri¬ 
buting cause of any civic activity that may result. 

Probably the chief contribution that history makes to the social 
consciousness of the young citizen is to excite the emotions, to arouse 
interest, to steady the judgment, to discover the like-mindedness that 
holds mankind together. This contribution comes largely through 
an intelligent study of the forces that Shave made for progress 
through the development of social institutions. 

The teacher must not be discouraged at the length of time it takes 
for the pupils to become historically-civically minded. During the 
early years of school life the child’s interests are mainly in his im¬ 
mediate surroundings. He is thinking rather of the individual than 
of.tlie group to which that individual belongs. His imagination is 
strong and vivid. Later he passes into a stage of idealization, of 
hero worship. But it is not before the seventh grade, the beginning 
of adolescence, that the child reaches the organization, the “gang 
spirit” stage, where he is ready for consecutive, cause-and-effect his¬ 
tory. The attempt has been made in the Course of Study to suit the 
progression of history work to the psychic changes of the child. 

Class work for anniversary days is continued only through the first 
three years, and thereafter will merge in the general sdhool celebra¬ 
tions or in the regular class work in history. 


8 


Indians, Eskimos, and our western Cliff Dwellers are taken up in 
the iirst two years, both because they appeal to the child of that age 
and because they lend themselves readily to constructive activities— 
“expression work”—of all kinds. In the third grade the children 
are taken back to the days of primitive man—tree dwellers, cave 
dwellers, sea dwellers, pastoral people. This should make a lasting 
impression on the young minds as to what human beings were like 
in early times, in a primitive environment, when they were just 
learning to lead the group life. 

In the fourth grade the scene is shifted from that of a primitive 
people under primitive conditions to a civilized (pioneer) people 
also under primitive conditions. With the former, progress in the 
art of living and in learning to lead the group life is slow and pain¬ 
ful ; with the latter, progress is rapid and pleasureful. The contrast 
is full of meaning. In the fifth grade this marvelous progress in 
human achievement is traced down to the present day—of course in 
story form. 

The children are now ready to till in the intervening space between 
primitive man and the pioneer. • Accordingly, in the sixth grade a 
rapid survey of our European background is taken in story form. 
This serves a twofold purpose: to complete a first history cycle, and 
at the same time to form the first part of a second cycle—completed 
by the United States history of the junior high school. 

Not before the seventh grade is reached should consecutive history 
be attempted. Not before that period has the child reached the 
eause-and-effect, organization stage, where he is ready to understand 
and enjoy formal, chronological history. And even then, care must 
be taken that the history studied shall be full of activity—full of 
human interest. 

With dates properly subordinated to life, junior high school his¬ 
tory becomes of absorbing interest to the normal boy and girl. Re¬ 
verse the emphasis and the history is a dreary desert, a desolate 
waste where the only guide is a more or less retentive memory. 
Which do we want our history to be? 

Aims of the Course. Preparation for good citizenship must 
be the goal of schools supported by public taxation. We prove fitness 
for community life and service when we willingly and intelligently 
cooperate in order to solve the problems of our democracy. It is in 
laying the foundations for this intelligence and in building up this 
sense of individual and group responsibility that the social studies 
function in the program of studies. 

The complex social and economic problems of our day can not be 
settled in the classroom by citizens of junior high school age. Yet 
we must remember that classroom life is a part of the real life of the 


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pupil. Today’s actions and ideals, determined through a process of 
“variation, selection, and fixing”, are the foundation for tomorrow’s 
reaction. This belief has guided us in the selection and organization 
of the material presented in this outline for junior high school his* 
lory and has aided us in the formulation of the following aims: 

1. To give the pupil a clear idea of the chief events in the 
history of the American nation and to train him to use 
this historical knowledge to interpret present-day con¬ 
ditions. 

2. To bring to the attention of the pupil those factors in 
the industrial and social development of the United 
States which have brought about existing social, econo¬ 
mic, and political problems. 

3. To give the pupil an intelligent appreciation of the place 
in the world wthich our national community has held 
from time to time. 

4. To give the pupil an appreciation of the importance of 
leadership in community progress. 

These general aims can be realized through the setting up of speci¬ 
fic aims for each day’s work. The lesson plan is the tool by means 
of which aim is converted into accomplished fact. Careful planning 
not only increases the efficiency of each day’s work, but also enables 
the classroom teacher to see the work of each day as an integral part 
of the whole. 

Regardless of what the specific aims may be, the underlying mo¬ 
tive in the whole situation comes from the realization that historical 
instruction is directed toward the development of certain character¬ 
istics of go'otd' citizenship—civic intelligence, civic attitudes and 
ideals, and civic habits. 

Because of its social content and because it necessitates the work¬ 
ing out of social problems with social data, history offers a peculiar 
field for social practice. Therefore a socialized method of procedure 
should be followed wherever possible in the realization of each day’s 
aim. 

The history recitation will assume a variety of forms. Today it 

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may be a study lesson, and resemble a laboratory in which teacher 
and pupil cooperate in solving some definite problem; tomorrow 
perhaps it will be a textbook drill, review, or recitation lesson; while 
at another time we may find the teacher scientifically measuring the 
result of his efforts. 

The teacher can not guide unless he knows how to do what he 
wants the pupil to do. A history teacher should be familiar with 


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methods of study adapted to attacking and solving problems as they 
are met in the historical held. The student must be carefully guided 
in the acquisition of the skill necessary for attacking the problems 
to be solved, and it is the duty of .the historv teacher to assist the 
pupil to gain this technique. 

The references given under “The point of view” will be found 
indispensable for the teacher who would become skillful and profes¬ 
sionally minded. 


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UNITED STATES HISTORY 
Seventh Year 


I. The English colonies in America achieve their independence 
A. The Colonies before the Revolutionary War 


1 . 



2 . 


Social and economic conditions in the colonies on the 
eve of the Revolution 

a. The means of satisfying fundamental human wants 
in colonial America 

b. The means of satisfying fundamental human wants 
today 

Factors hindering colonial unity 

a. Poor means of transportation and communication 

b. Economic differences 

e. Religious and social differences 
d Territorial disputes 


3. Factors promoting colonial unity 

a. Common enemies 

b. Relations with England 

(1) Economic 

(2) Governmental—English government and col¬ 
onial affairs 



4. Growth of democratic ideals—increase in popular con¬ 
trol of government 

5. Grievances of the colonists 

a. Economic 

b. Political 

c. Democracy versus autocracy 


0. Development of idea of independence 

a. Rights of Englishmen 

b. Rights of man 



7. Declaration of Independence 

a. Statement of grievances 

b. Declaration of common rights and purposes 

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B. The War for Independence 



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Difficulties confronting the colonists 

a. Lack of military supplies 

b. Lack of trained soldiers 

c. Lack of money 

Circumstances in favor of the colonists 

a. Distance from England (soldiers to be transported) 

b. Frontier character of war area (difficult for foreign 
troops to hold) 

c. Unpopularity of England in Europe (leading eventu¬ 
ally to help from abroad) 

Steps in the conflict 

a. Campaigns in the North 

b. Campaigns in the South 

c. Some famous sea fights 

d. Contrast with recent World War 
Financing the war 

a. Continental currency (paper money) 

b. Robert Morris 

c. Help from Europe 
Results of the war 

a. Independence acknowledged 

b. Boundaries defined 

c. Canada remains with England 


II. The New National Community 


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A. Establishing a Nation 


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A critical period 

a. Domestic problems 

(1) Governmental weakness 

(2) Conflicts in interests 

(3) Economic situation 

(4) Western land and land claims 

b. Foreign relations 

c. Recognition of interdependence and of need for 
stronger government as a means of cooperation 

The Constitution—a set of rules for securing cooperation 
in achieving the common purposes of citizens 

a. Leaders in the constitutional convention 

b. The Constitution—a heritage 

(1) The preamble 

(2) Important features 

(3) The bill of rights 

The organization of the new government 



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B. Federalist supremacy 

1. Domestic problems 

a. National credit 

b. The question of the frontiers 

c. The authority of the national government at home 

(1) Majority rule versus minority desires—excise 
laws 

(2) Doctrine of States Rights 

(a) Alien and Sedition Laws 

(b) Virginia and Kentucky Resolutions 

2. Foreign relations 

a. French Revolution 

1). American interests in European struggles—inter¬ 
dependence of nations 

c. American policy of neutrality 

d. Relations with England and France 

C. Republican control 

1. The election of 1800 

a. Jefferson’s simplicity and democratic economy 

b. Internal improvements 

2. Aggressive diplomacy 

a. The Barbary Wars 

b. The Louisiana purchase 

(1) Story of the control of Louisiana 

(2) American need for Louisiana 

(3) The purchase 

(4) Political results of the purchase 

3. Passive diplomacy 

a. Napoleon Bonaparte and new wars in Europe 

b. The commercial situation 

c. Violation of American rights 

d. Embargo and Non-Intercourse Acts (Comparison 
with situation during the World war) 

4. The War of 1812 

a. Causes 

b. Meeting problem .of war 

c. Local interests versus national interests 

d. Results—beginning of commercial and economic in¬ 
dependence 


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V. Problems of a Growing National Community 
A. Internal affairs 

1. New industrial conditions 

a. The industrial revolution in England 

b. Cotton and the cotton-gin 

c. Other labor-saving machinery in America 

d. Factories and the factory system 

e. New means of transportation 

2. Settlement of the West 

a. New homes and the means of reaching them 

b. Settlers 

(1) European immigration: causes 

(2) Immigration from East to West: causes 

(3) Life of the settlers 

(a) Economic problems 

(b) Social problems 

(c) Political development 

(d) Comparison with present conditions 

3. Economic background of political problems 

a. Free labor versus slave labor 

(1) Missouri question and its settlement 

(2) Slavery and expansion toward the southwest 

b. Tariff and internal improvements 

(1) Henry Clay and the American system 

(2) The tariff controversy 

c. The bank problem: The panic of 1837 and the Unit¬ 
ed States treasury 

4. Progress in democracy 

a. Extension of the suffrage: Influence of the West 

b. New campaign methods 

c. Civil service 

d. Educational advances: the growth of public edu¬ 
cation 

(a) Comparison with the revolutionary period 

(b) Place of Pennsylvania in educational advance 

(c) The present situation (see civics outline) 

(d) Comparison with conditions in other nations 

e. Intellectual attainments 

(1) Development of American literature 

(2) Newspapers and periodicals 



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f Social reform 

(1) Rise of tlie prohibition movement 

(2) Prison reform 

1.3) Rise of the anti-slavery movement 
(41 Rise of the labor movement 
g. Religions liberty—separation of Church and State 

(1) Purposes 

(2) Relation to other problems of democratic de¬ 
velopment 


B. Foreign relations 

1. European and American affairs 

a. Spain and the purchase of Florida; American 
claims on Texas and Oregon 

b. Russian advance in the West 

c. New republics in the Spanish colonies 

d. The Monroe Doctrine 

(1) The Holy Alliance 

(2) The position of England 

(3) The extension of the doctrine of neutrality 

(4) Early application and present status 

2. American neighbors and American affairs 

a. Texas and its annexation 

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b. The Oregon question 

c. Difficulties with Canada 

d. The Mexican War: causes, results 

C. The problem of expansion 

1. California and the discovery of gold: (a) Trans¬ 
portation (b) Political control 

I). Division within the United States 

4. The new territories and the slavery problem 

2. Comparison of progress in North and South 

a. Growth in population 

b. Industrial conditions 

c. Transportation and communication 

d. Social conditions 

3. Sectional differences acute 

a. The Kansas-Nebraska question; the Republican 
party 

b. The Dred Scott Decision 

c. The election of 48C0 


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4. The secession movement 
*5. The Civil War 

a. Lincoln’s character and personality 
Public utterances—^Gettysburg address 

b. Resources of the sections 
‘c. Financial problems involved 
<d. Foreign relations 

e. Emancipation 

f. The military development 

Pennsylvania’s part in the Civil War 
;g. The results of the war 

E. Rebuilding the Nation—Reconstruction ' 

1. Congressional vs. Presidential policy 

2. Constitutional adjustments 

3. Currency problem 

4. The National Community at the end of political recon¬ 
struction 

a. Social conditions 

b. Industrial conditions 

c. Comparison with the Revolutionary period and with 
the present 

IV. The National Community today as compared with the National 
Community of the Civil War era. A survey of the United 
States with reference to 

A. Present territory 

B. Population 

1. Numbers 

2. States of the Union 

3. Composition—racial elements 

4. Growth of cities 

C. Wealth 

1. Present state of development of natural resources in the 
United States 

2. Present state of development of means of transportation 
and communication 

3. Present state of development of tl^ manufacturing in¬ 
dustry 

4. How business is carried on in the United States 

a. New conditions demand new types of business organ¬ 
ization 

b. Corporations—trusts 1 


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Labor as an element in the production of wealth ^ 

a. Power of organized labor 

b. Workers as capitalists 

(1) Individual savings : 

(2) Cooperative control of business 

Growth of capital 

a. Savings of the people of the United States 

b. Use of capital in business 

Relationship between government and business 

a. Influence of business in the national government 
as shown in the establishment of new executive de¬ 
partments 

b. Governmental regulation (and control of business 

(1) Government finance and American business 

(a) Control of banking 

(b) Taxation and business 

(c) Government expenditures 

(2) Governmental bodies concerned with business. 

(a) Interstate Commerce Commission 

(b) Railroad Labor Board I 

8. Relations of the United States with other nations ini 
business 

a. Condition of foreign trade 

b. United States a creditor nation rather than a debtor 
nation 

9. Pennsylvania as a contributor to the wealth of the nation 

D. Increased democracy in government 

1. A new interpretation of the word “democracy” 

2. New relations between the individual and his govern¬ 
ment 

a. More direct government, less indirect government in 
national affairs 

b. Local government 

3. Conduct of campaigns and elections 

4. Suffrage 

5. The civil service 

6. New conceptions of the function of government 
Increased social legislation 



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IS 


E. International relations 

1. United States as a world power 

a. Our relations with our American neighbors 

b. Our position in the Pacific and the Far East 

c. Our relations with Europe 

2. Internal aspects of international problems 

a. Immigration as an international problem 

b. American capital in foreign fields 

c. Relation of international problems to American 
public opinion 

F. Standard of Living 

1. Luxuries become necessities 

2. Old wants satisfied in new ways,—horses vs. automobiles 

3. New wants created 

4. Health and sanitation 

G. Education 

1. New opportunities 

a. Common school education for all 

b. Higher education 

c. Women and education 

2. Increased importance of education 
n. Literary and artistic position 

1. American contributions to literature 

2. Appreciation of art and music 

I. Religious and moral progress 

1. Importance of organized religion 

2. New civic consciousness 

3. Changed business morality 

4. New attitude toward social delinquents 

5. National conscience toward international problems— 
relief work in foreign countries 

V. How our National Community has reached ,1s present position 
A. Our growth in territory 

1. Review of the territorial growth of the United States 
prior to the Civil War 

2. Alaska 

3. Hawaii 

4. Samoan and other Pacific islands 

5. The Spanish cessions 

a. The Spanish-American War 

b. New possessions and new responsibilities 

(1) Our attitude toward the Philippines 

(2) Our attitude toward Cuba 


(5. Panama Canal Zone 

a. Problems of communication 

b. International relations involved 

c. American conquest of the tropics 
T. Guardianship of the Caribbean 

a. Relations with Cuba 

b. United States in Haiti and San Domingo 

c. Nicaragua canal route 

d. Acquisition of the Virgin Islands 

Our growth in population 

1. Increase in population (statistics) 

a. Race and nativity 

b. Density 

c. Urban vs. rural growth 

d. New problems of the cities 

(1) Increasing functions of city government 

(2) Increasing expenditures of city government 

(3) New attitude toward city government 

(4) New forms of city government 

(a) Reasons for changes 

(b) Advantages and disadvantages of the new 
plans 

(c) Government in Pennsylvania cities 

2. Immigration 

a. “Old immigration” vs. “new immigration” 

b. Causes 

c. Effects: industrial, social, political 

d. Contributions of foreign elements to American life 

e. Restrictions on immigration 

f. Americanization programs 

3. Race problems 

a. Indian 

b. Negro 

(t) Division of opinion among white people 
(2) Division of opinion among negroes 

4. Movements of population within the United States 

a. Causes 

(1) Industrial development of the United States; 
new sources of wealth in the United States 

(2) Development of transportation; railroads and 
the changing frontier 

(3) Public land policy: Homestead Act; reclama¬ 
tion projects 

b. Influences of the new sections on the old 


C. Our growth in wealth 
1. Natural resources 


a. Agricultural growth of the country 

(1) Influence of agricultural inventions 

(2) The New South in agriculture 

(3) The United States Government and agriculture 

(a) New agricultural products 

(b) Weather bureau and agriculture 

(c) Reclamation service 

(d) Government assistance in eradicating 
agricultural pests 

(e) Farm Loan Act 

(4) Growth of agricultural education 

(5) The influence of transportation on the devel¬ 
opment of agriculture 

(0) The farmer in politics 

(a) The Grange movement 

(b) Agriculture and government regulation of 
means of transportation 

(c) Populism 

(d) The problem of silver 

(e) Non-partisan movement 

(7) Agriculture as a factor in winning the war 

b. Mining 

(1) Oil and gas 

(a) The discovery of oil 

(b) The growth of the oil business; Standard 
Oil Company 

(c) New oil fields 

(d) Oil as a factor in modern life 
Transportation 

New industries and petroleum 

(e) The gas fields of the United States 
Natural gas and development of manufac¬ 
turing 

(2) Iron 

(a) Finding new iron fields 

(b) The age of iron and steel: new methods 

of manufacturing; new uses of steel pro¬ 
ducts 

(c) Dependence of industry upon iron and 
steel 


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CS'\ Coal 

( a) New coal fields 

(b) Coal and the production of power 

(c) By-products of the coal industry 

(4) Gold and silver 

(a) The discovery of new sources of the pre¬ 
cious metal; the settlement of the West; 
the rush to Alaska 

(b) The influence of the precious metal on 
the financial policy of the United States; 
status of the currency system of the coun¬ 
try at the close of the Civil War; resump¬ 
tion of specie payment. Influence of sil¬ 
ver production on governmental policy; 
The currency problem; gold standard vs. 
bi-metallism; establishment of the gold 
standard 

c. Lumbering 

ft) The growth of the lumber industry 

(2) Public land policy and the development of the 
lumber industry 

d. Conservation of natural resources 

(1) Becognition of need for conservation; waste 
of resources 

(2) Government action for conservation ; national, 

* state—Pennsylvania , 

(3) Growth of state and national parks 

2. Land transportation % 

a. Railroad growth in the United States 

(1) Transcontinental railroad systems 

State and national assistance 

(2) Influence of railroads on the industrial de¬ 
velopment of the United States 

(3) Government regulation of railroads 

(a) State public service commissions 

(b) Interstate Commerce Commission 

(c) Regulation of rates 

(d) Size of crews and hours of labor 

(4) Government control of railroads as a war 
measure 

(5) Regulation vs. control as a government pol- 

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1). The good roads movement 

(1) The automobile and the demand for better 
roads 

(2) Pennsylvania and the good roads movement; 
historic highwavs of Pennsylvania 


3. Water transportation 

a. Development of our inland waterways 

(1) Internal improvements and industrial devel- 
ment 

(2) Internal improvements and political log roll¬ 
ing: 

b. The merchant marine 

(1) Iron ships and the decline of the merchant 
marine; American commerce under foreign 
flags 

(2) The Great War and a new merchant marine 

(3) Delation of United States government to a 
merchant marine 

fa) Shipping laws 

(b) Government assistance 

fc) United States Shipping Board 


4. Air transportation 

a. American inventors and air transportation 

1>. Influence of the war on the development of flying 

c. Commercial use of the new means of transportation 

5. The growth of the United States postal service 

a. Dural free deliverv 

b. Postal savings bank 

c. Parcel post 

0 Growth of new means of communication 

a. Invention and development of telephone, telegraph, 
cable, wireless 

b. Results of increased facility in communication: 
social, political, industrial 


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New means of rapid 
volved 


transit in cities; civic questions in- 


8. Growth of manufacturing in the United States 

t 

a. Influence of the Civil War on manufacturing; war 
tariffs and protection of American industry 
h. Growth of American manufacturing 

(1) Expanding American market for manufactur¬ 
ed goods 

(2) American inventions 

(3) Tariff legislation and protected industries; 
reciprocity tariff measures 

(4) Growth of large corporations 

(5) American manufactures and the growth of 
foreign trade 

c. The New South in manufacturing; the new indus¬ 
tries in the South 

d. Immigration and the labor factor \v manufactur¬ 
ing; contributions of the immigrant to the growth 
of manufacturing 

9. Business organization in the United States 

a. Growth of large corporations 

(1) Advantages of large scale business 

(2) Dangers of large scale production 

b. Chain stores, mail order houses, department stores 

c. Legislation concerning business organization 

(1) Sherman Anti-Trust Act; good trusts and bad 

trusts % 

(2) Clayton Act 

(3) Federal Trade Commission 

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d. Growing power of capital in business control 

(1) Power of “captains of industry” 

(2) Contributions to American progress made by 
men wh»o have developed great industries 

e. Corporations and government 

(1) Control of natural resources 

(2) Control of franchise rights 

(3) Public contracts 

(4) Changing public sentiment toward corporate 
influence in government 

Labor and Capital 

1. Present economic limitations on the freedom of labor 
Disappearance of public land 


2. Growth of organized labor 

a. Knights of Labor 

b. Labor unions 

c. American Federation of Labor 

3. Influence of organized labor 

a. Increase in social legislation 

b. Influence on spread of popular education 

c. Financial power of organized labor; unions as busi¬ 

ness organizations 

d. Collective bargaining and conditions in industry 

4. Labor struggles 

a. Strikes and boycotts in American industry 

b. Employers’ weapons in industrial conflicts; use of 

blacklists 

c. Industrial arbitration 

(1) The government as a representative of the 

public 

(a) Department of Labor 

(b) Industrial Delations Commission 

(c) United States Department of Justice and 

industrial conflicts 

(d) Courts of Industrial Relations 

(2) Growing influence of workers in management 

of industries ; cooperative control 

(3) Growth of the I. W. W. 

(a) Responsibility of American industry for 

the floating labor population 

(b) Economic inequalities and un-American 

ideals 

d. The rise of Socialism; American attitude toward 
Socialism 

e. Pennsylvania’s labor problems 

5. Capital in American industry 

a. Financing American industry after the Civil War 

(1) Use of foreign capital 

(2) Governmental assistance 

b. The growth* of capital; increase in per capita sav¬ 
ings 

c. 1 he W orld War and American control of American 
securities 

d. The thrift movement 


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(j. Government and business 

a. Growth of new executive departments 

b. Banking in the United States 

(1) Establishment of national banks as a Civil 

War measure 

(2) Growth of banks 

(3) The Federal Reserve System 

(a) Periods of financial stress and panics; in¬ 
dustrial development and financial stress 

(b) Weathering the business reconstruction 
after World War 

c. Growth of government expenditures; national, state, 
local 

d. Taxation and government expenditures 

(1) Tariff as a means of revenue 

(2) Use of new forms of revenue 

(a) Income taxes—amendment of Federal 
Constitution 

(b) Luxury taxes 

(3) The war revenue measures 

(a) Relation of taxes to business development 

(b) Tax revision problems 

e. Development of state and federal control of busi¬ 
ness; governmental commissions 

7. Business relations of the United States and foreign 
countries 

a. Growth of foreign trade 

(1) International problems related to commer¬ 
cial expansion 

• (a) “Open door” in China 

lb) Mandates under the League of Nations 

(c) International communication and foreign 
trade 

(2) Governmental assistance to foreign trade; 
work of United States consul and trade rep¬ 
resentatives 

b. The Great War and international trade 

(1) The changing balance of trade 

(2) American securities settle European debts to 
United States 

(3) Influence of condition of foreign exchange on 
foreign trade 

(4) American assistance to foreign industry; re¬ 
habilitation of foreign industry and industrial 
development of United States 


S. Development of Pennsylvania’s industries 

a. Mineral development 

b. Manufacturing development 

c. Pennsylvania’s contributions to the United States 
and to the world 

(1) Federal revenue from Pennsylvania 

(2) Wealth of Pennsylvania used by rest of world 

The progress of democracy 

1. New ideas of “democracy” 

Democracy industrial and social as well as political 

2. Political democracy 

• a. Civil service reform 

(1) Civil service in the national government; 
steps in establishing the merit system 

(2) Civil service in state and city government 

b. Democratic progress in political activity 

(1) Suffrage changes 

(a) Maintenance of white supremacy in the 
South 

(b) Woman suffrage 

(2) Constitutional recognition of the progress of 
democracy 

(a) Popular election of United States sena¬ 
tors 

(b) Woman suffrage amendment 

(2) Changes in the machinery of elections 

(a) Australian ballot 

(b) Primary elections 

(c) Short ballot movement 

(d) Parties and conventions 

(4) Initiative, referendum, and recall 

(5) Progress in local government; new forms of 
city government 

c. Social activities of government 

(1) National government: growth of government 

erv or social well-being; Children’s 
Bureau 

(2) State governments: progress of Pennsylvania 


International relations 


1. United States as a world power 

a. Our relations with North America 

(1) Canadian fisheries dispute 

(2) The Mexican trouble 

(a) Early relations with Mexico 

' *>• 

(b) American business men and development 
of Mexican industry 

(c) Mexican revolutions 

(d) Military activities in Mexican difficulties 

«y 

(e) The policy of non-intervention 

b. Our relations with South America 

(1) The A. B. C. countries 

(2) American business and revolutionary govern¬ 
ments 

(3) Colombia and the Panama dispute 

c. Applications of the Monroe Doctrine 

(1) The French in Mexico 

(2) Venezuela 

(a) Great Britain 

(b) Germany 

(3) Influence of the Monroe Doctrine on our re¬ 
lations with Latin-American countries 

d. The Pan-American Union 

e. Our position in the Pacific and the Far Fast 

(1) Relation with Japan and China previous to 

the Civil War; opening of Japan 

(2) Growth of American trade in the Orient 

(3) Our attitude toward China 

(a) The “open-door” policy 

(b) The Boxer trouble 

(c) Attitude of the people of the United States 

toward oriental sections of Versailles 
treaty 

(4) American responsibilities in the Orient re¬ 

sulting from the Spanish-American War 

f. Our relations with Europe 

(1) Growth of movement toward international 

peace 

(a) Arbitration treaties—the Alabama affair 

(b) Recent progress (Roosevelt, Taft, Bryan) 

(c) America’s participation in Peace Confer¬ 

ences 

(2) American trade relations witih Europe 


28 




g. Tlie United States and the World War 

(1) The outbreak of the War 

(2) The United States as a neutral nation 

(a) Relations with the Allies 

(b) Relations with the Central Powers 

(3) The United States as a belligerent 

(1) Raising an army 

(2) Financing the war 

(3) Feeding the nations 

(4) Military .activity 

(5) The treaty of peace—the United States a 

nation fighting for ideals 

2. Internal aspects of international problems 

a. International problems and the American public 

(1) The United States and the ratification of the 

Treaty of Versailles; League of Nations 

(2) The aftermath of war 

(a) Decline of spirit of self-sacrifice 

(b) Extravagance 

(c) Problem of the ex-soldier 

(3) Relations with Russia 

(4) Problems resulting from the war 

(a) Cost of living 

t. 

(b) Business depression 

(c) Currency 

(d) Taxation 

(e) Disarmament 

(5) American help in the recovery of Europe 

b. Immigration as an internal problem 

(1) The Japanese in our western states 

(2) New restrictions on immigration: causes 

c. American assistance and the development of foreign 

resources 

(1) American skill in foreign fields—Asia, Africa 

(2) American capital 

(a) The Chinese Consortium 

(b) Credit to Europe 

G. Standard of living 

1. American homes 

a. Improved building 

b. Conveniences in the home 

(1) Invention of labor-saving devices 

(2) Applications of electricity 


I 


29 


2. American cities 

a. Development of health and sanitation in cities 

(1) Street paving 

(2) Lighting systems 

b. Transportation in our cities 

c. Work of city planning commissions 

3. American country life 

a. The passing of isolation: influence of good roads, 
automobiles, telephones, rural free delivery 
. b. City conveniences in the home 

4. Influence of inventions on life of people 

a. The sewing machine and ready-made clothing 

b. The phonograph and musical appreciation 

c. The moving picture and the growth of cosmopoli¬ 

tanism 

5. Immigration and American standards of living 

a. Position of women 

/ 

b. Health and sanitation 

H. Education 

1. Growth of schools and colleges 

a. Development of popular education: elementary; 
secondary 

b. Growth of higher education: State-supported col¬ 
leges 

c. National assistance to education 

2. Educational extension 

a. Development of vocational educational 

b. Growth of extra-mural college education; corres¬ 
pondence schools 

c. Growth of libraries and community centers 

d. Chautauquas 

e. Magazines and new><papers 

3. The education of women 

a. Opportunities for higher education 

b. Opportunities for professional education 

I. Literary and artistic development 

1. Americans as readers 

a. Growth of the publishing business 

b. Growth of American newspapers and magazines 

c. American novelists, poets, short story writers 

d. Growth in professional literature: history, science, 

etc. 


9 



Growth of artistic taste 

4 

, . . » r* 

a. Costume designing 

b. Home decoration 

> i 

c. Industrial art 

d. Civic art 

e. American artists 

f. American music and musical development 

J. Religious and moral progress 

1. Growth of American churches '% , 

h iLu. • iu. 

a. Work of churches in community service 

b. Missionary work 

2. Growth of civic consciousness 

a. Growing public opinion in respect to responsibility 

of' public servants 

b. Development of organizations concerned with pro¬ 

motion of civic welfare, for example, Civic Club, 
Board of Trade, Chamber of Commerce 

3. Growth of new relations in business 


4. Development of changed attitude toward social delin¬ 
quents 

a. Prison reform 

b. Provision for juvenile delinquents 
Juvenile courts 

r>. Our international conscience: American contributions 
to welfare work the world over 

a. Work of the Red Cross in foreign fields 

b. Relief work 

(>. Use of American fortunes for service to the nation: Car¬ 
negie, Rockefeller, Sage, etc. 


K. Matters of pride for Americans 

1. Our material progress 

a. The conquest of territory 

b. The production of wealth 

2. Our contributions to world progress 

a. Scientific work 

b. Growth of ideals 


3. 


j 


-i -- 


The leaders in our development 


BIBLIOGRAPHY 


Part I. The Point of View 

Hartwell, E. G. —Teaching of History—Houghton 

—Historical Outlook (Magazine)—McKinley 
Johnson, Henry —Teaching of History in Elementary and Secondary Schools 
—Macmillan 

Keatinge, M. TV.—Stud : es in the Teaching of History—Black (London) 

Mace, TV. H .—Method in History—Rand, McNally 
Simpson, M. E. —Supervised Study in American History—Macmillan 
Stevens, R .—The Question as a Measure of Efficiency—Teachers College 
Strayer, G. A .—Brief Course in the Teaching Process—Macmillan 
Talkington, H. L .—Plow to Study and Teach History and Civics—Public 
School Publishing 

Try on, R. M .—Teaching of History in Junior and Senior High Schools— 
Ginn 

U. S. Bulletins —Social Studies in Secondary Education—191G—No. 28 

—Cardinal Principles of Secondary Education—1918—No. 35 
Wayland, J. TV.—How to Teach American History—Macmillan 
Wilson d Wilson —Motivation of School Work—Houghton 

Part II. Subject Matter 

Adams, O. F. —Some Famous American Schools—Estes 
—The American Year Book—Appleton 
Baldwin, James —Discovery of the Old Northwest—American Book 
Barnes, Everett —American History for Grammar Grades—Heath 
Bassett, J. S .—Plain Story of American History—Macmillan 
—Short History of the United States 
Beard tC- Bagley —History of the American People—Macmillan 
Beard, G. A.—Contemporary History (1877-1913)—Macmillan 
Beard, Mary —Short History of American Labor—Harcourt 
Bogardus, Emory —Essentials of Americanization—University of Southern 
California Press 

Bogart, Ernest —Economic History of the United States—Longmans, Green 

Bourne d Benton —History of the LInited States—Heath 

Brigham, Albert —Geographic Influences in American History—Ginn 

Bryan, George —Sam Houston—Macmillan 

Burch d Patterson —American Social Problems—Macmillan 

Burnham, Smith —Making of our Country—Winston 

Garlton, Frank —Elementary Economics—Macmillan 

Carver, Thos .—Elementary Economics—Ginn 

Coffin. Gluts. —Boys of Seventy-Six—Harper 

Coombs, Francis —Ulysses S. Grant—Macmillan 

Coman, Katherine —Industrial History of the United States—Macmillan 
Du Bois, TV. E. B .—Souls of Black Folk—McClurg 
Dudley, Edward —Benjamin Franklin—Macmillan 
Earle, A. M .—Child Life in Colonial Days—Macmillan 
Eggleston, Edward —New Century History of the United States—American 
Book 

Elson, Henry —Side Lights on American History—Macmillan 
Evans, L , B. —Essential P'acts of American History—Sanborn 


32 


Farr and, Max —Development of United States from Colonies to World 
Power—Houghton 

Fish, Carl —American Diplomacy—Holt 

Fish, Carl —Development of American Nationality—American Book 
Forman, S. E .—History of the United States for Schools—Century 
Garland, Hamlin —Son of the Middle Border—Macmillan 
Gilam, Bradley —Robert E. Lee—Macmillan 

Channing, Hart & Turner —Guide to the Study and Reading of American 
History—Ginn 

Gordy, W. F. —History of the United States—Scribners 
Gulliver, Lucile —Daniel Boone—Macmillan 

Hart, A. B., Editor —The American Natioh—a History (28 vol.) Harpers 

—Vol. 25—America as a World Power—J. H. Latan6 
—Vol. 27—National Progress—F. A. Ogg 
Hart, A. B. —Monroe Doctrine (1916)—Little 

Hart, A. B. —School History of the United States (Revised)—American 
Book 

Hart & Chapman —How our Grandfathers Lived—Macmillan 
Hart & Hazard —Colonial Children—Macmillan 

Haworth, Paul —The United States in our Own Times, (fine bibliography) 

—Scribner 

Herrick, C. A. —Historic Inventions—Jacobs 
Holdsworth, John —Money and Banking—Appleton 
Holland, Rupert —Historic Inventions—Macmillan 
Hughes, R. O .—Economic Civics—Allyn & Bacon 

Hulbert, Archer —The Paths of Inland Commerce; A Chronicle of Trail,. 

Road and Waterway—Yale University Press 
Hungcrford, Edward —The Modern Railroad—McClurg 
Illes, Geo. —Leading American Inventors—Holt 

—Lessons in Community and National Life—Bureau of Educar- 
tion, Dept, of Interior 

Lingley, Chas. —Since the Civil War—Century 
McClure, Samuel —My Autobiography—Stokes 

McLaughlin & Van Tyne —History of the United States for Schools— 
Appleton 

Mace & Bogardus —History of the United States—Rand, McNally 
Montgomery, D. H .—Leading Facts of American History—Ginn 
Moore —Industrial History of the American People—Macmillan 
Mowry, W. A. <£• B. S. —Essentials of United States History—Silver, 
Burdett 

Mowry, W. A. & A. M. —American Inventions and Inventors—Silver*. 
Burdett 

Nicolay, Helen —Abraham Lincoln—Century 
Parkman, Mary -.—Heroes of Today—Century 
Paxon, Fred —Recent History of the United States—Houghton 
—Readers’ Guide to Periodical Literature 
Riis, Jacob —How the Other Half Lives—Scribners 
-—Children of the Tenements—Macmillan 
Rocheleau, Wm. —Great American Industries—Flanagan 
—Manufactures 
—Minerals 
—Production of Soil 
—Transportation 

Semple, Ellen— American History and Geographical Conditions—Houghton 



33 


Sparks, E. E. —Men Who Made the Nation—Macmillan 

—National Development, Vol. 23, Amer can Nation—Harpers 
—Statesman’s Yearbook—Macmillan 
Steiner, E. A. —On the Trail of the Immigrant—Revell 
—The Immigrant Tide 
—From Alien to Citizen 

Stevenson, Augusta —Dramatized Scenes from American History—Hough¬ 
ton 

Surface, G. T. —The Story of Su gar—Appleton 

Talbot, F. A. —All about Inventions and Discoveries—Funk & Wagnalls 
Thompson, Waddy —History of the United States—Heath 
Towne, Ezra —Social Problems—Macmillan 
Tufts, J. II. —The Real Business of Living—Holt 

—True Stories of Great Americans (A series of biographies 
of great personages in our history)—Maejnillan 
Twain, Mark —Roughing It—Harpers 

Wilson, Woodrow —Division and Reunion—Longmans, Green 
Wolf son, Arthur- —Ancient Civilization—American Book 
Woodhurn cf* Moran —American History and Government—Longmans, 
Green 

—World Almanac 

Teachers of junior high history will find it profitable to 
consult the reference lists given for sixth grade European 
Background and for senior high European and American 
history. 

Andrews, Gambrill, and Tell —Bibliography of History for Schools and 
Libraries (with descriptive and critical annotations)—Longmans, Green 
—An American Citizenship Course in United States History. 
Books III and IV—Scribners 




3—S 


) 









34 


\ 


COMMUNITY CIVICS 


4 



3 (> 



COMMUNITY CIVICS 


Eighth Year 

(The Aims and Principles of the Course in Civics are a unit 
throughout the elementary and junior high grades. Consequently 
the General Introduction for the earlier period is repeated for the 
later period.) 

Introduction— Instead of regarding the Civics Course as an addi¬ 
tion to the curriculum let us think of it rather as a suggestive 
outline for the development of the spirit of right citizenship, so 
necessary in the civic training of the boys and girls. 

This civic education is not concerned primarily with subject 
matter; it is rather a matter of habit, an attitude of mind, and a 
personal responsibility for right conduct. Training in citizenship, 
therefore, should impel the child to render concrete and constructive 
service to his immediate community, to his state, and to his country, 
lie who gives this service gains patriotism, and when the service is 
shared with his fellows he learns the meaning of democracy. 

The aims, principles, and methods of a course in citizenship must, 
therefore, create in the child a desire for such cooperative service. 

A. Aims: The aim of civic education is at least threefold 

1. It must cultivate right civic habits 

2. It must create high civic ideals 

3. It must develop, by means of service, a finer patriotism and 
a larger democracy 

B. Principles 

1. All these aims must be constantly present in the mind of the 
teacher, and the material and method must be adapted to them. 

2. The school has a large responsibility for starting the young 
citizen right in his civic growth. The young citizen is developing 
an habitual attitude of mind toward his civic relations all the time, 
and should have guidance during the formative years of school life. 

. 3. This guidance should help to interpret the child’s present ex¬ 
perience and to cultivate his power of judgment, and should lead 
him to act in accordance with democratic ideals. 

4. In the effort to increase children’s intelligence in dvic matters 
the teacher is sometimes tempted to begin by giving information 
which has been carefully prepared for their understanding, but which 
does not touch their interest because it does not correspond to the 
psychological stages of the children, it is not within their experience, 


nor is it related to the life of the community. Along with the atten¬ 
tion paid to civic matters in general, therefore, more attention must 
be given to the child’s mental development and to his experience in 
his own local community. 

5. It must be kept in mind that the child, in process of growth, 
passes through successive psychological stages, approximately as 
follows: that of the imagination in Grades I—III; of idealization 
(hero-worship) in Grades IV—VI; of unification (cause and effect) 
in Grades VII - IX. And unless our educational appeal is so directed 
as to meet these stages of child development our time will be largely 
wasted. 

6. To create high civic ideals, rules are useless. We should teach 
those ideals present in the child’s experience and associated with 
his life in the community. The successful cultivation of motives and 
of ideals depends on the enthusiastic teacher who is able to stand 
with the children on the plane of their common experience. 

7. The Civics Course might me called a “Course in Human Rela¬ 
tionships.” People, not institutions or things, should be the center 
of thought. The Course must emphasize the dependence and inter¬ 
dependence of people. 

8. Civic traits and habits must be formed in these early years. 
Through constant practice children must know what is right, they 
must desire to do it, and they must “learn to do by doing.” There¬ 
fore, civic virtues—that is, training in morals and manners acquired 
through habit formation—form the basis of work in grades 1, 2, and 
3. In the later grades the work must be continued, expanded, and 
adapted to the greater civic responsibility of the child. 

9. In each grade emphasis is to be laid on team work, cooperation, 
and fair play. From the beginning of their school life children must 
work and play as members of a group, and they must be led to re¬ 
gard the rights and welfare of others. 

10. The instruction is to be based on the child’s experience and 
not on the logical organization of a body of knowledge. The aim 
should be rather to develop an attitude of mind than to teach un¬ 
related facts. 


11. The instruction must be cumulative. To be effective, civic 
education must begin when the child enters the school and must 
continue throughout his school life. 

12. Civic teaching should not be confined merely to one phase of 
instruction, but should be a controlling aim of all instruction. The 
enthusiastic teacher finds opportunity to develop right civic spirit 
in every subject and in every activity in the school. 

13. The children have a natural, live, .personal interest in what 
they are doing. Through this interest character may be cultivated 


39 


ami the power of initiative developed. Thus the child becomes an 
active, influential member of liis group. He forms social ideals which 
should be both incentive and guide to his action in civic matters. 

C. Methods 

In the first, second, and third years instruction should be by means 
of games, memory gems, poems, conversations, songs, pictures, stories, 
dramatization. In the fourth, fifth, and sixth years the method may 
be varied by reports made by children on topics assigned for their 
investigation, by discussion, by visits to places of civic interest, by 
collections of pictures and charts, and by stories and conversations. 
In the seventh, eighth, and ninth years class investigations and 
reports must develop a sense of class responsibility which shall incite 
the young citizens to group action, that shall train them in class 
activity for the common welfare. For concrete illustration of meth¬ 
od, various types of lessons are included in the course. 


I). Acknowledgment 

The Department gladly acknowledges its special indebtedness to 
bulletin 1915,. No. 23, U. S. Bureau of Education, and to the Phila¬ 
delphia Course of study in Civics, Grades Seven and Eight. 

COMMUNITY CIVICS 


i. The Community Idea 

A. Our relation with other people 

1. Dependence upon one another 

2. Necessity of cooperation among people 

3. Individual responsibility to prevent failure 

4. What a community is—“A group of people living to¬ 
gether in a given locality, bound to one another by com¬ 
mon interests, and subject to common laws” 

B. The first community we know 

1. The members of the home 

2. What the home does for its members 

3. How the members should serve the interests of the home 

C. Other communities closely related to us 

1. Examples—school, church, neighborhood, industry, the 
State 

2. How each serves its members 

3. Obligation of members toward it 

4. How each kind of community serves tin* others 


40 


D. How communities grow 

1. Beginnings of a pioneer settlement 

2. Desires of its members and how they are met 

3. Conditions that attract people to a community 

a. Genera]— business opportunities, schools, etc 

b. Special—Philadelphia, Pittsburgh, Harrisburg, your 
own town 

s 

E. Political communities 

1. Grades—township, borough, city, county, state, nation 

2. Why they are needed 

3. Things necessary in a political community 

a. Laws 

b. Officers 

c. Constitution 

F. The citizen and his government 

1. What is a citizen? What is an alien? 

2. Ways by which a person becomes a citizen. Are you one? 

3. How a foreigner is naturalized 

a. Process 

b. Imparting American ideals 

4. The elements of community welfare which the govern¬ 

ment promotes: health, protection of life and property, 
education, recreation, convenience, beauty, wealth, care 
of the unfortunate, right living 

5. The place of the citizen in his community 

a. He is only one, but he is one 

b. “One for all, and all for one” 

c. Knowing what to do 

d. Doing his part 


If. The Elements of Welfare 


A. Health 

1. Why important 

2. Factors in good health 

3. Pure air 

a. Ventilation of buildings 

b. Inspection of tenements and outbuildings 

c. Prevention of nuisances 

d. House drainage for rural homes 


41 


4. Pure water 

a. Sources of supply 

b. Filtration 

c. Distribution 

d. Disposal of wastes 

5. Pure food 

a. Sources of supply 

b. Laws governing sale 

c. Inspection of slaughter houses, markets, factories 

6. Control of disease 

a. Attitude of people toward disease 

b. Quarantine regulations 

c. Care of sick 

7. Prevention of disease 

a. Proper living conditions 

b. Provisions for exercise and rest 

c. Medical inspection 

d. Prohibition laws; liquor; drugs 

e. Proper working conditions: office, store, factory 

f. Restrictions on work of women and children 

(1) Why necessary 

(2) Provisions of laws 

g. Keeping the community clean 

(1) Removal of garbage and rubbish 

(2) Street cleaning 

8. Review of government agencies for promoting health— 
local, state, national 

9. How the young citizen may cooperate 
a. Activities 

(1) Clean up week 

(2) Clean street campaign 

(3) Mosquito and fly campaign 

(4) Ascertaining of civic facts through committee 
visits to grocery stores, markets, bakeries, 
slaughter houses, creameries 

(5) Inspection of filtering system 
(fi) Inspection of sewage disposal 

(7) Inspection of water supply 

(8) Inspection of garbage disposal 

(9) Inspection of slums and tenement sections 

(10) Committees on distribution of health pamph¬ 
let material 

(11) Cooperation with board of health in locating 
unsanitary and unsightly j laces 


42 


(12) Maps showing water system, filtering sys¬ 
tem, street conditions (good or poor), charts 
illustrating government agencies cooperating 
to secure health 

(13) Collections of filing cards 

(14) Photographs showing needed improvements 

(15) Photographs and pictures showing civic ac¬ 
tivities: building a sewer; filtering water; 
quarantining a house 

(16) Collections of newspaper clippings pertain¬ 
ing to health 

(17) Visits to local factories for information re¬ 
garding safeguarding health of employes 

(IS) Report on moving picture houses—ventila¬ 
tion 

b. Organizations 

(1) Junior Civic Leagues ’ 

(2) Boy Scouts; Girl Scouts 

(3) Camp Fire Girls 

(4) Health Clubs 

(5) Athletic Clubs 

(6) First Aid Clubs 

(7) Health Crusaders 

(8) Junior Red Cross 

(9) Police Patrols 

(10) Blue Birds 

B. Protection of life and property 

1. Importance of security 

2. Dangers which threaten life and property 

3. Protection from fire 

a. Cost of carelessness 

b. Fire prevention 

c. Putting out fires 

d. Fire insurance 

4. Protection from accident 

a. Building construction 

b. Traffic regulations 

c. Street lighting 

d. Safeguards for railroad transportation 

e. Safeguards for water transportation 

f. Safeguards for workers in mines, factories, stores 


43 


5. Protection from fraud and dishonesty 

a. Standards of weights and measures 

b. Pure food laws 

c. “Blue sky” laws 

d. Enforcement of contracts and agreements 

6. Protection from natural misfortune 

V v a. Tree and plant blight 

b. Insects, vermin, wild animals 

c. Floods 

7. Protection from violence 

a. Wrongs against person or property 

b. Riots and disorders 

c. Foreign enemies 

8. Public agencies to safeguard life and property 

a. Police and fire departments 

b. State officials: administrative officers, militia, con¬ 
stabulary, courts 

c. National Government: Army and Navy, other de¬ 

partments and commissions, courts 

d. International peace movements 

9. How the young citizen may cooperate 
a. Activities 

(1) Fire drills—visit to fire engine house 

(2) Inspection by pupils of fire risks in school 

building 

(3) Preventing defacement and destruction of pro¬ 

perty 

(4) War against tree pests 

(5) Tent caterpillar campaigns 

(6) Making of Health and Safety First posters by 

art classes 

(7) Observations of violations of laws 

(8) Demonstrations at Parents’ Associations of 
methods of fire prevention and protection 

(9) Use of Fire-hazard Home Inspection Blanks, 

prepared by State Bureau of Fire Prevention 

(10) Acting as junior traffic police 

(11) Investigations of dishonest methods of weights 

and measures and of how these are discovered 
and prevented 


44 


, b. Organizations 

(1) Safety First Clubs ,' 

(2) Safety Patrols 

(3) Junior Police 

(4) Fire Prevention and Protection Brigades 

(5) Bird Clubs 1 

(6) Bands of Mercy . ' 

(7) Junior Civic Leagues 

C. Education 

1. Why we need education > 

2. Public schools » 

a. Why we have them 

b. How they are organized 

c. Laws about attendance 

% d. Their support 

e. Use of school buildings and property 

f. What should be taught 

g. Systems in other countries 

3. Private institutions of learning 

a. Advantages and disadvantages 

b. Schools and academies 

c. Colleges and universities 

d. Extension courses, correspondence schools 

e. Business schools 

4. Other educational agencies 

a. Libraries 

% b. Newspapers and magazines 

c. Museums, art galleries, pageants 
d Churches, theaters, social settlements, Y. M. C. A’s 
e. Educational work in industries 

5. Survey of public educational agencies 

a. Local ’, 

b. State 

(1) Department of Public Instruction 

> (2) Normal schools 

(3) Certification of teachers 

(4) Aid to universities and colleges 

(5) Aid to school districts 

c. National 

(1.) Bureau of Education 

(2) Aid given to states 

(31 Whether the National Government should do, 
more 


45 


B. How the young citizen may cooperate 

a. Activities 

(1) Collections of literature: school catalogs, bul¬ 
letins 

(2) Newspaper clippings 

(3) Maps showing educational centers and school 
districts 

(4) Pupil teachers 

(5) Student committees 

(a) To prepare opening exercises 

(b) Entertainments * 

(c) Special day programs 

(0) Hall assembly entertainments planned by 
pupils 

(7) Investigations and reports on vocational op¬ 
portunities in vicinity 

(8) School exhibitions planned and given by pupils 

(9) Visits to meeting of board of school directors 

(10) Student participation under faculty super¬ 
vision of corridors, playgrounds, lunch rooms 

(11) Cooperation with faculty in other duties of 
organization and management 

b. Organizations 

> 

(1) Library clubs I 

(2) Press clubs 

(3) Musical Clubs 

(4) School Orchestras 

(5) Watch-your-speech Clubs 

' (6) Language Clubs 

(7) Science Clubs 

(8) Nature Clubs 

(9) Local History Clubs 

(10) Travel and Exploration Clubs 

(11) Reading Clubs v 

(12) Discussion Clubs 

(13) Composition Clubs 

(14) dee Clubs 

(15) Self-government Associations 

D. Recreation 

1. Importance 

a. What it is 

b. Who needs it 
b. Social value 


46 


2. Public Agencies 

a. Playgrounds and their use 

b. Baths, gymnasiums 

7 <-J\J 

c. Parks and their value 

d. National parks 

e. Libraries, museums, public gardens 

f. Services of the schools 

3. Private Agencies 

a. Means of travel 

b. The “movies” 

c. Theaters, concerts, lectures 

d. Social settlements 

e. Scout organizations, boys’ and girls’ clubs 

f. Young Men’s Christian Associations 

f. Young Women’s Christian Associations 

h. Young Men’s Hebrew Associations 

i. Knights of Columbus 

j. Lodges 

k. Athletic Associations 

4. The right use of leisure 

a. What it means to “have a good time” 

b. Harmful amusements 

c. What to do after school 

d. The best kind of vacations 

5. How the young citizen may cooperate 

a. Activities 

(1) Community choruses 

(2) Community Christmas tree 

(3) Maps indicating playgrounds and recreation 
centers 

(4) Collections of pictures illustrating forms of 
recreation 

(5) Festivals and pageants 

(6) Making programs for socials 

(7) Plans for field days 

(8) Building apparatus for playgrounds 

b. Organizations 

(1) Athletic clubs: baseball, basketball, tennis, 
swimming, walking 

(2) Camera clubs 

(3) Social clubs 

(4) Musical clubs 

i 

(5) Science chibs 


47 


E. Community planning 

1. How certain communities are laid out—Philadelphia, 
Washington, some rural neighborhood, our own town 

2. Essential elements 

a. Objects: convenience, health, beauty 

b. Good and bad systems 

c. Difficulties to overcome 

d. Civic centers 

3. Streets and highways: construction, cleaning, lighting, 
trees and parkways 

4. Problems of location: street railroads, bridges, steam 
railroads, zoning regulations 

5. Keeping the community attractive 

a. Beautifying of unsightly places 

b. Care of houses and lawns 

c. Appearance of public buildings 

d. Smoke regulation 

e. Noise prevention 

\ 

G. Responsibility 

a. Public officials 

b. Public sentiment 

c. Individual interest and activity 

7. How the young citizen may cooperate 

a. Activities 

(1) Clean-up week 

(2) Clean-up days 

(3) Keeping of buildings and ground clean 

(4) Community beautification 

(5) Arbor Day exercises—planting trees, shrubs, 
or flowers around schools 

(0) City planning—make maps of improved city 
(7) Maps 

(a) Locating points of civic beauty 

(b) Showing ideal improvements 

(c) Locating hindrances to civic beauty 
i8) Preparation and care of window boxes 

(9) Outlining of program for improvement of 
streets 

(10) Collections of views of buildings, streets, 
parks, which add to civic beauty 

(11) Turning vacant lots into flower gardens 

(12) Planning school house 


48 


b. Organizations 

(1) , Audubon Societies 

(2) Junior Civic League 

F. Communication and Transportation 

1. Conveniences our forefathers did not know 

2. What modern facilities have done and are doing for us 

a. Convenience 

b. Unity 

c. Industrial service 

d. Importance to the farmer 

e. Effect on city and suburban life 

3. Development of transportation facilities 

a. Roads and turnpikes 

b. Sailboats and steamboats 

(*. Railroads: beginning; expansion and improvement 

d. Street railways and interurban lines 

e. The automobile 

f. Travel in the air 

g. Possibilities of water transportation: harbors, rivers, 
new canals 

4. Means of communication 

a. Postal service 

b. Telegraph and telephone 

c. Wireless 

d. Agencies for collecting and distributing news 

5. Problems of control and administration 

a. Why control is necessary 

b. Franchises and their abuse 

c. Financing public utilities 

d. Public service commissions and their work 

e. Idea of government ownership 

(1) Extent, here and abroad 

(2) Arguments for and against 
(>. Responsibility for good service 

■ a. Public officials 

b. Executives and managers 

c. Employees 

d. Citizens 

7. Movements of the people 

a. Notable features 

b. Reasons 

c. Effects 

d. Incomers from abroad: purposes; effects; how re¬ 
ceived 

e. Whether further migration is desirable 


49 


8. How the young citizen may cooperate 

a. Activities 

(1) Collections of cartoons and illustrations re¬ 
lating to elements of welfare, from daily 
papers and magazines 

(2) Visits to and reports on work of 

(a) Telephone exchange 

(b) Post office 

(c) Associated Press or newspaper office 

(3) Collections of pictures for slides and filing on 
communication facilities 

(4) Making of wireless outfit 

(5) Collections of various blanks used in communi¬ 
cation (cables, telegrams, money orders) 
arranged neatly on cardboards for exhibition 

(G) Investigations of materials and methods of 
local road construction 

(7) Plans illustrating good and poor roads 

(8) Maps showing suggested improvements 

(9) Collections of road materials 

(10) Maps illustrating light systems 

(11) Maps of city indicating railroads entering 
city, also passenger and freight terminals 

(12) Making of models of good and poor roads 

(13) Observations of violations of traffic laws 

G. Wealth (Getting a Living) 

1. Importance: definition; why we want it; public and 
private wealth 

2. Obtaining wealth 

a. Sources: national resources; labor; forms 

b. Leading forms of industrial activity 

c. Community organizations to encourage industry 

(1) Chambers of Commerce, manufacturers’ as¬ 
sociations, Rotary and Kiwanis clubs 

(2) Associations of employees, professional men, 
and manual workers 

(3) Employment bureaus 

(4) Granges 

(5) Farm bureaus 

(6) Dairymen’s leagues 

(7) Stock breeders’ associations 

(8) Agricultural societies 


4—S 



50 


3. How the government encourages industrial activity 

a. Experiment stations 

b. Distributing information 

c. Tariffs and subsidies 

d. Protection of travel 

e. Patents and copyrights 

f. Protection of workers 

g. Compensation and pension acts 

h. Protection of property 

i. Regulation of corporations 

j. Limits of governmental power 

4. The right use of wealth 

a. Family budgets 

b. Means of investment 

c. Banks 

(1) Services 

(2) Relation to government 

(3) How to use banks 

d. Conservation of natural resources 

5. Responsibility for prosperity 

a. Public officers who may have some influence in the 
matter 

b. The business man and the square deal 

c. Public sentiment 

d. The individual and his own income 

G. How the young citizen may cooperate 

a. Activities 

(1) School banks 

(2) Making family budgets 

(3) Collections of 

(a) Thrift bulletins 

(b) Reports of local prices, whether the 
articles are bought or sold in large or 
small quantities 

(c) Sample literature issued by insurance 
companies, employment bureaus, banks, 
boards of trade 

(4) Making maps . indicating natural resources 

b. Organizations 

(1) Thrift clubs 

(2) Christmas and vacation clubs 


51 


(3) 

Garden clubs 

W 

Canning clubs 

(5) 

Pig and poultry clubs 

(6) 

School garden armies 

(7) 

Bovs’ working reserves 

(8) 

Fruit clubs 

(9) 

Potato clubs 

(10) 

Corn clubs 

Care of the 

unfortunate 


1. Different classes of people who need help 

2. The poor 

a. Causes of poverty 

b. Unwise charity 

c. Private agencies for relief 

(1) Charitable societies 

(2) Associated charities 

(3) Settlement workers 

(4) Relief funds 

d. Public agencies for relief 

(1) City or county departments 

(2) Institutions 

(3) Mothers’ pension acts 

(4) Employment bureaus 

(5) Treatment of tramps 

3. The physically afflicted: blind; deaf and dumb; tuber¬ 

cular; epileptic 

4. The mentally afflicted: difference between insane and 

feeble-minded: need of special care 

5. Distribution of responsibility 

a. Public officials 

(1) Local officers 

(2) State Department of Public Welfare 

' (3) Assistance and support of institutions 

b. Citizens 

(11 Personal obligations 

(2) Cooperation for effective service 

6. How the young citizen may cooperate 
a. Activities 

(1) Making toys, garments, and other articles for 
needy children 

(2) Entertainments, bazaars, etc., to provide 
means for relief of unfortunate children 

(3) School funds for children’s hospitals 

(4) Weekly flower days for homes and hospitals 

(5) Helping the disabled on public highways 


b. Organizations 

(1) Bands of Mercy 

(2) Sewing clubs 

(3) Junior Red Cross 

Right Living 

1. Necessity of high moral standards v 

2. What the government can do to promote them, and 
what must be done by private agencies 

3. The schools and right living 

a. Standards set bv them 

b. Moral teaching in the school 

4. Religious organizations 

a. Relations between the government and the churches 

b. Activities of churches 

r>. Other private agencies for moral betterment 

a. Young: Men’s Christian Association 

b. Young Women’s Christian Association 

c. Young Men’s Hebrew Association 

d. Knights of Columbus 

6. Wrong-doers 

a. Reasons why people do wrong. 

b. IIow the courts help to assure justice between people 

(1) Bringing a case before them 

(2) Trying cases 

(3) Making settlements 

c. How the courts deal with law breakers 

(1) Arrest and prosecutions 

(2) Trial 

(3) Runaway criminals 

d. Treatment of convicts 

(1) Old ideas 

(2) Modern principles 

(3) Prisons and reformatories 

(4) Helping criminals to reform , 

(a) In institutions 

(b) After release 

e. Young criminals 

(1) Reasons for special treatment 

(2) Methods employed 


53 


T. Special and constitutional standards 

a. Constitutional safeguards for innocent people 

b. Whether there should be any difference in the treat- 

c/ 

ment of people 

c. Our rights and limitations toward others 

d. Our rights and limitations toward the government 
8. Survey of public agencies to promote right living 

a. Courts 

(1) Purposes 

> (2) Organization ; selection of judges 

«(a) Local—justices, burgess, magistrates, 
county judges 

(b) State—superior and supreme 

(c) National—districts, circuit of appeals, su¬ 
preme 

b. Executive officials 

(1) Local—police, constable, sheriff, district at¬ 
torn ev 

t/ 

(2) State—constabulary, attorney-general, board 
of pardons, governor 

(3) National—department of justice, president 
0. The responsibility of the citizen 

a. Knowledge 

b. Obedience 

' c. Cooperation 

d. Sympathy and help 

III. How society cooperates through government 

A. Some American ideals about government 
1. Majority rule 

a. What it is and why we have it 

(1) Election of captains of teams, officers of 
societies 

(2) Advantages of majority rule and evils of min¬ 
ority rule, whether of aristocracy or of pro¬ 
letariat 

b. Methods of obtaining authority 

(1) War and violence; evils of this; whether it is 
ever necessary 

(2) Ballot—advantages and reasonableness 

e, Conditions necessary for success 

(1) What majority rule implies as to minority con¬ 
duct 

(2) Abuses which must be guarded against—re¬ 
striction of free speech, of a free press, etc. 



54 


2. Representative government 

a. Why necessary 

«y «/ 

Discuss plans for picnic or entertainment. AYliat can 
be decided by general vote; what must be left to 
committees. At this point, or earlier, classes can 
he organized to conduct business in parliamentary 
form 

b. Landmarks in the history of representative govern¬ 
ment, with special emphasis on England and the 
United States 

c. Relation of political parties to,representative govern¬ 
ment 

3 Federal system 

t/ 

a. Why we have it (review making of United States 
Constitution) 

b. Powers of nation and powers of states 

c. Making new states 

d. Government of territories and possessions 

4. Division of functions 

a. The three departments 
1). Check and balance idea 

(1) Reasons 

(2) Whether it can be carried too far 

5. Constitutions 

a. Importance 

b. Contents of National Constitution 

c. Process of amendment 

d. State constitutions 

(1) General ty>pes 

(2) Pennsylvania 

0. Difference from other governments 

a. English cabinet system 

b. Advantages and disadvantages 
7. Subdivisions of states 

a. Types of local government—township, county, bor¬ 
ough 

(1) Powers and duties 

(2) Relation to legislature 
(.2) Proposed reforms 

b. City government 

(1) Relation to legislature 

(2) Classification 

(3) Special problems 

(4) Proposed reforms 


S. Our relation to other countries 

a. Ambassadors, ministers, and consuls 

b. Early policy 

c. The Monroe Doctrine 

d. Arbitration 

e. The League of Nations 

How our laws are made and enforced 

1. Importance of law making 

a. Distinction between constitutional and ordinary law 

b. Primary significance of law 

2. Origin of laws 

a. Custom—“unwritten laws” 

b. Public sentiment; desire of private citizens or 
organizations 

c. Recommendations of executives or legislators 

3. National law making 

a. Congress 

(1) The two houses 

(2) Qualifications, salary, privileges, obligations 

b. Steps in passing a bill 

c. The work of committees 

4. Enforcing national laws 

a. The President’s part in government 

(1) Qualifications 

(2) Powers and duties 

b. Administration of laws 

(1) The cabinet in general 

(2) Duties of separate departments 

(3) Special commissions 

5. Limitations on the law making power 

a. The courts and constitutionality 

b. Powers forbidden by the Constitution 

fi>. Law making in states 

a. The General Assembly—composition, functions 
b Comparison with national law making 

7. Administering state laws 

a. Governor—election, powers 

b. Other administrative officers 

c. The courts and state laws 

(1) Power of state courts 

(2) Power of national courts 



5(3 


8. Local law making 

a. City council 

b. Borough council 

c. Township officers with legislative powers 
cl. County commissioners 

t- 

e. School boards 

9. Administering local laws 

a. City: (1) Mayor and cabinet; (2) commission and 
city manager plans 

b. Borough: (1) Chief burgess; (2) Borough council 

c. County: (1) Commissioners; (2) Sheriff; (3) Dis¬ 
trict Attorney 

d. Township: (1) Commissioners; (2) Supervisors; 
(3) Assessor; (4) Constable; (5) Tax collector 

10. Direct legislation 

a. Idea of New England town meeting 

b. Initiative and referendum 

c. How far possible and desirable 

11. Removing unworthy officials 

a. Removal by appointing officer 

b. Impeachment 

c. Recall 

d. Civil service laws 

12. Getting good government 

a. Can there be too much law making 

b. Getting good men to serve 

c. Responsibility of the individual citizen 

C. Elections and Political Parties 

1. Meaning and importance of voting 

2. Who mav vote 

r< 

3. How voting is done 

a. Officers in charge and their duties 

b. Australian ballot system 

c. Forms of ballots: (1) Pennsylvania; (2) Other 
states 

4. Nominating candidates 

a. Petition 

b. Convention 

c. Direct primaries: method; advantages and disad¬ 
vantages 

5. Election 

a. Dates 

b. Officers chosen 

c. Presidential campaign 


6. Political parties 

a. Why formed 

b. How managed 

c. Conduct of campaigns 

d. Weakness 

e. Making parties useful 

7. Proposed election reforms 

a. Short ballot 

b. Proportional representation 

c. Non-partisan elections 

8. Responsibility for good government 

a. Interest of voters 

b. Parties as agents, not as masters 

c. Independent thinking 

d. When elections are really representative 

D. How the Government is supported 

1. Expenditures 

a. Chief objects 

b. Distribution among national, state, and local govern 
ments 

2. Taxes 

a. Desirable qualities 

b. Principal forms 

c. Distribution among national, state, and local govern 
ments 

d. How levied and collected 

e. Special uses of taxing power 

3. Other sources of revenue: forms; distribution 

4. Loans and debts 

a. When borrowing money is desirable 

b. Methods of obtaining it 

c. Public debts 

5. Publ ic land and property 

a. Parks, forest reserves 

b. Land for sale 

c. Reclamation service 

d. Public buildings 

6. Proposed reforms in public finance 

a. Budgets 

b. Scientific assessment 

c. Other improvements 


58 


7. Support through loyalty 

a. Oaths of office 

b. Treason 

c. Obedience to law 

d. Defense of law and order 

e. “Boosting” vs. “Knocking” 

8. Support through service 

a. Jury service 

b. Military service 

c. Voting 

d. Study of public problems 

e. Participation in social activities 

1). What the voung citizen can do at home and in school 

a. Activities 

(1) Making of labor-saving devices for home 

(2) Plans for improvement of home to save steps 

and labor 

(3) Making of playground apparatus 

(4) Civic scrapbooks 

(5) Making of books illustrative of life in different 

sections of our countrv 

%> 

(6) Charts showing how county and state depart¬ 

ments help in securing elements of welfare 

(7) Exhibitions of work 
(S) Poster committees 

(10) Class forums on welfare questions, such as 
child labor, tenements, city improvements 

b. Organizations 

(1) Home economics clubs 

(2) Knights of King Arthur 

(3) Junior Red .Cross 

(4) Junior civic leagues 


59 


SUGGESTIONS FOR LESSON PLANS 


Our Relations with Other People 


Introduction 

Dependence upon one another: How we light, the schoolroom in 
the evening. Did we make the light? How many people had a part 
in making it possible for us to have it? How many things can we do 
without making use of the service of others? 


1 >iseussion 

Necessity of cooperation: In making the light; playing games; 
getting the comforts which make life pleasant; making public im¬ 
provements—streets, sewers, water system; getting others to help us. 


Communities 

Why people live in groups: What a community is; the first com¬ 
munity—the home; other communities we soon meet—the school, the 
church, the neighborhood, industry, the State. What each of these 
communities does for us; what each of these communities does for 
other communities 


Application 

No one lives to himself alone; every one is dependent upon thou¬ 
sands of other people, some of whom 1 10 will probably never see; 
pleasant cooperation among people is the only way to got things done 
well ; if T do not do my part, every group to which 1 belong is worse 

off. 


Health 

Introduction 

Can a person decide for himself whether he will he sick or well? 
Can a community determine its own death rate? 

Discussion 

Why a person wants to be well 
Comfort 

Efficient work or play 
Usefulness to associates 

Why a community wants its people to be well 
General happiness 

More productive industry (except when workers are fre¬ 
quently out through sickness) 

Reputation of the community 

Cost of sickness—physician, nurse, loss of time, etc. 


60 

Conditions necessary to good liealth 
Pure air 
Pure water 
Pure food 
Exercise 
Cleanliness 

Freedom from contagion 
TJest 

Freedom from worry 

Correct posture, whether sitting or standing 
Conclusion 

Good health is a prime necessity 

Some conditions we can provide for ourselves 

Some conditions the government must help ns to get 


Protection of Life and Property 


1. Aims 

Teacher’s Aim: To develop an appreciation of the need of or¬ 
ganized cooperation in order to lessen the load of safeguard- 
ing life and property 

Pupil’s aim: To find out the dangers to life and property he, 
as a member of his community is facing, and to determine 
the best line of action which he as a citizen should follow to 
lessen those dangers 

2. Material 

The experience of the members of the class; current newspapers; 
magazine articles; reports of government departments of the 
local community, the state, the nation; leaflets and bulletins 
of National Safety Council; statistical material; textbooks 
in Community Civics 

3. Method 

Class discussions with summaries providing a conscious pooling 
of information; compilation of the classified experience and 
Information providing a basis for further discussion (may 
be placed on the board or made otherwise available for com¬ 
mon use); special reports on specific topics previously as¬ 
signed 


4. Presentation 
Approach 


61 


Discussion of some serious accident occurring in the com¬ 
munity or reported in the newspapers 
Kind of accident 
Cause 

Loss of life and property—value of a human life 
How it might have been prevented 
How the loss attending it might have been lessened 
Similar accidents within the pupiPs experience or knowl- 
, edge 

Statistics showing the aggregate of losses from similar acci¬ 
dents in local community, state, nation 
Danger to life and property 
• Kind 

Accident 

In buildings: houses, schools, public buildings; in¬ 
dustrial establishments 

In the street: traffic; street dangers other than 
x t traffic 

In transportation 

Land transportation 
Water transportation 
Air transportation 

In industry: the work of the industry; the plant 

' ' Fire 
' Floods 

i 

Law breakers 
Domestic disorder 
Foreign enemies 
Natural catastrophes 
Causes 

Resulting losses 

The place of the individual citizen 

Cooperation with agencies for prevention 

Assignment 

Gathering material for the next step, the discussion of the 
agencies for prevention 

Education 

Introduction 

How long do you expect to attend school? 

Why are you attending school now? 


62 


Discussion 

i 

Why do we liav.e schools? Assemble all reasons given and then 
group them 

A. To help people to earn a living 

In what occupations are you most interested? What good will 
education do you in them? What occupations pay best? 

Is education needed for them? 

I». To get more and better enjoyment out of life 

What do you enjoy which would be impossible for you if you had 
not been to school? 

What pleasures, recreations, or ways of spending leisure time 
will you enjoy better if you are educated? 

0. To make good citizens 

Are good citizens more necessary under a free government than 
elsewhere? 

Does it make any difference to you or to the community if your 
neighbor is not a good citizen? 

Is it worth while for the community to pay for educating people, 
some of whom have to be forced to go to school? What subjects 
(or do all of them) that are taught in school help to make you 
a better citizen? 

Problems for assignment 

How much does it cost your community to keep its schools going? 
How many different grades and kinds of schools are in vour 
public school system? In any other school system that you 
know? 

How many different means of getting education or knowledge 
can you enumerate, outside of the public schools? 

Recreation 

Introduction 

What are you going to do after school today? 

What is the use of spending time on recreation? 

I)o we really need to have a good time? 

What is a good time, anyway? 

Kinds of recreation 

For grown people 
For young peop^ 

Harmful recreations 




63 


The community’s interest in recreation 

Does it make any difference to the community how one spends 
his spare time? Ought the community to provide means of 
recreation? What kinds? Which is more desirable, play¬ 
ground supervision or policemen? Facts about municipal 
theaters in other cities and countries 


For next time 

last; of all forms or means of recreation which your community 
taxes itself to provide, classified as “physical” and “mental.” 
List of all forms or means of recreation which private gen¬ 
erosity makes available in your community, similarly c'assi- 
fied. Be prepared to describe how many from the second 
list, if any, ought to be taken over'into the first list 

Community Planning 

1/ c 

Introduction 

When you go to a theater or public meeting place do you care 
whether the place looks attractive? 

Why do people paint their houses? 


The benefit of attractiveness to a community 
Impression upon visitors 

Effect upon the life and ideals of its own people 
Money advantages 

How our community has already been improved 


For Assignment 

Pictures before and after improvements 

List of features of one’s home which count toward civic beauty 
List of features of school buPding or grounds which count to¬ 
ward civic beauty 

(All this is introduction to the study of such community 
problems as “Streets and their care,” “City Planning,” and 
the like) 


Introduction 


Communication 


Explanation of working of telegraph, telephone, wireless, pre¬ 
ferably by pupil who can do it himself; stories of Morse, 
Bell, Marconi 


Importance 

Extent to which telegraph, telephone, and post office are used in 

some particular business 

When best to use one and when another 

How did George Washington get along without them? 

Could we do so? 

Government and the means of communication 

Which of those mentioned are operated by the government and 

which are not? 

Do other countries follow the same policy? 

How the government controls private corporations doing this 
kind of business 

Interstate commerce commission 
Public service commission 

Perhaps arrange for a class discussion on government owner¬ 
ship and operation of telegraphs and telephone 

Transportation—Streets and Roads 

Introduction 

Why do we have streets? 

Were you ever driving on a muddv road and had your car or 
team nearly stuck there? 

Paving 

Why do we pave our streets? 

Kinds of paving used in your neighborhood 

Kinds of paving most suitable for particular streets 

Construction 

Have you seen a new street laid out? Describe the process 
Show samples of paving 

Who does this work? Why? Who pays, for it? 

Who makes repairs? Who pays for them? 

Who has the right to tear up the streets? Is it done too much? 
Is the paving relaid properly? 

Street lights 

Why have them; where located; kinds; who furnishes the light 
Street planning 

Map of your community, of Philadelphia, of Pittsburg—Make 
comparisons 

Merits of different plans—in these communities and others 

Who adopts the plan? Who decides when a new street is to be 

P- laid out? 

il*.. 


How wide streets sliou'd be—How steep 

What systems of names for streets can you mention? 

Importance of careful planning 

Transportation—Ita i 1 road s 

Introduction 

How did Washington travel to be inaugurated? 

How did Harding travel to be inaugurated? 

How differently would Harding have spent his time between elec¬ 
tion and inauguration if there had been no railroads 

Importance to a community 

Map showing railway lines in our community 
By what lines and from what places do our coal, meat, Hour, etc., 
come to us? What would happen to us if a bad snowstorm, 
washout, or strike should tie up these roads for two weeks? 
What effect if their freight charges were doubled? 

Control of railroads 

Do the managers of those roads live in your community? 

Do you know them ? 

Why are thev in the railroad business? 

•/ 

Are they interested in the welfare of your community? 

How could they harm it or help it? Evil practices of some rail¬ 
roads 

Is it right for the government to control railroads more than it 
controls carpenters, doctors, newspapers? 

Agencies to see that the railroads do business fairly 
Interstate Commerce Commission—why organized, members, 
work 

Government operation of railroads during the Great War—rea¬ 
sons; how done; are we likely to go back to it? This leads 
naturally to a summary and review of all government agen¬ 
cies affecting transportation 

Wealth 

Spending and Saving 

Introduction 

Why do your fathers and your older brothers and sisters work? 
What is the good of money? 

Wise use of money 

Spending: Does a good business man simply buy and sell things 
from day to day without thinking of his business next week 
or month or year? 

5—S 


Should a family's money be spent on any different principle 
from a business man’s? 

A family budget 
What it means 
Elements entering into it 
Proportion for each element 
Benefits of careful planning 

Why not do the same way with your own personal ex¬ 
pense? 

Saving: After getting our necessities and other reasonable 
things, if any money is left over what shall we do with it? 
Should everybody try to save something? Why? 

Kinds of investment—foolish ; safe 
Best way to employ small savings 

Application 

Let us resolve to know where our money goes and to plan for 
saving some of it 

Let us insist that our government officials plan and account 
for the handling of public money (Is the budget system 

used in vour community?) 

*/ %/ ' 

Let us use wisely and conserve the national resources of our 

country and try to make others do the same 
• •/ 

Care of the Unfortunate 

Introduction 

Have you ever been asked to lend or give money to people? 
What kinds of people have you helped? 

How to help wisely 

Should you give money to a beggar at your door? On the street? 
Reasons why people are poor (Reviewed if previously dis¬ 
cussed ; tabulated if taken up here for the first time) 
What kind of help is most needed in each case in the above 
list? Do you know, or is any other citizen likely to know, 
just what help will do the most good in a particular case? 
Who is going to find this out? 

Charitable societies 

Why formed (Conclusions from above questions) 

Describe to the class the work of any that we know 
Who keeps them going? 

Why is it desirable that one charitable society should know 
what another is doing? 

How this cooperation is brought about (Associated Charities) 
Duty of the individual to cooperate with them 


B7 


How Our Laws Are Made 

Introduction 

Would you like to live in a place where there were no laws? 
Why? 

Explanation 

What is a law? 

Why must we have them (e. g., rules in games)? 

A law is, or ought to be, the opinion of the majority as to what 
should or should not be done 


Making a law 

Upon what is a law based? (Experience, knowledge, sense 
of justice, judgment of future events, etc.) 

Can you propose a law? Who can? If you think a law ought 
to be made, what can you do about it? 

Why do laws have to be made by council, legislature, Congress, 
etc.? 

Limitation of endless debate 

Representatives speaking for the people 

Assignment 

Find out who represents your district in Congress—in the Legis¬ 
lature—in Council (if you live in a borough or city) 

Visit (as a class or by delegates) sessions of council, legislature, 
etc., or arrange for talk to the class by a member 

Study an outline of the process of law making 


4 

Suggestion 


Political Parties 


Plan the course so that the study of “elections and parties” will 
occur shortly before an actual election is to be held 


I ntroduction 

What do you mean when you say “He is a Republican” or “He is 
a Democrat?” Why is he one or the other? What do people 
do on election day? Why? 


Discussion 

Origin of names of present parties 
Why they are organized 

What any organization can do which its members can not do as 
individuals 

How men express their opinions on current issues 

Whv there is an honest work which party organizations can do 

Why party organizations are sometimes harmful 



68 * 


Questions 

Do party names today stand for the same things as when these 
parties first appeared? 

Should a person who votes for a certain party this year feel 
bound to support it next year? 

Are parties necessary in local elections? 

Need the same party names be used in local elections as in 
national elections? 

Would people take as much interest in politics if there were no 
parties? 

Is it wise to have only two big parties? 

Has popular government ever existed without parties? 

How do parties help to voice public opinion? 

What value, if any, has independent voting? 




69 


* 


BIBLIOGRAPHY FOR COMMUNITY CIVICS 
The Point of View 

American Political Science Association —Teaching of Government, report 
of Committee on Instruction, 1916—Macmillan 
Dunn, A. W. —Social Studies in Secondary Education—U. S. Bureau of 
Education, Bulletin 28, 1916 
Dunn & Harris —Citizenship in School and Out—Heath 
Hill, Mabel —The Teaching of Civics—Houghton 

Rapeer, L. W. (ed .)'—The Teaching of Elementary School Subjects— 
Scribner 

Snedden, David —Civic Education—World Book 

Introduction to books by Dawson, Dunn, Hughes, and others listed below 
The Community Idea 

Adams, E. W. —Community Civics—Scribner 

Ames & Eldred —Community Civics—Macmillan 

Beard, C. A. —American Citizenship—Macmillan 

Cabot, E. L. &. Others ,—A Course in Citizenship—Houghton-Mifflin 

Cleveland, F. A .—Four Essentials of Democratic Government 

Dole, C. F. —-The American Citizen—Heath 

Dunn, A. W. —Community Civics for City Schools—Heath 

Dunn, A. W. —Community Civics and Rural Life*—Heath 

Earle, Alice Morse —Home Life in Colonial Days—Macmillan 

Field & Nearing —Community Civics*—Macmillan 

Finch, C. E. —Everyday Civics—American Book 

Gillette, J. M. — Constructive Rural Sociology—Sturges and Walton 
Hill, H. C. —Community Life and Civic Problems—Ginn 
Hughes, R. O .—Elementary Community Civics—Allyn and Bacon 
Lapp, J. A. —-Our America—Bobbs-Merrill 

Reinsch —Civil Government (Laramy Supplement for Pennsylvania) — 
Sanborn 

Riis, J. A. —The Making of an American—Macmillan 
Rowe, H. K. —Society, Its Origin and Development 
Small & Vincent ,—Introduction to the Study of Society 
Smith, J. F. —Our Neighborhood*—Winston 
Steiner, E. A .—From Alien to Citizen—Revell 
Tufts, J. II. —The Real Business of Living—Holt 
Turkington, G. A. —My Country—American Book 

United States Bureau of Education —Lessons in Community and National 

Life 

Ziegler d Jaquette —Our Community—Winston 

Elements of Welfare 

Adams, E. W. —Community Civics 

Addams, Jane,—Spirit of Youth and the City Streets—Macmillan 
Allen, W. H. —Civics and Health—Ginn 
Ames & Eldred, —Community Civics—Macmillan 
Aronoviei, Carol —Social Survey—Harper, Phila. 

Ashley, R. L.— The New Civics—Macmillan 
Bailey, C. S— What to Do for Uncle Sam—Flanagan 

♦For rural schools 


70 


Beard, G. A. —American Citizenship—Century 
—American City Government 

Bogart, E. L .—Economic History of the United States—Longmans 
Burch & Patterson —American Social Problems—Macmillan 
Dawson, Edgar —Organized Self Government—Holt 
Dunn, A. W. —Community Civics for City Schools 
—Community Civics and Rural Life 
Dupuy, W. A. —Uncle Sam’s Modern Miracles—Stokes 
Ellwood, G. A. —Sociology and Modern Social Problems—American Book 
Field dc Fearing, —Community Civics » 

Finch, G. E. —Everyday Civics 

Foght, H. W. —The Rural Teacher and his Work—Macmillan 
Forman, S. E. —American Democracy—Century 
Giles —Vocational Civics—Ma< millan 
Go win • A Wheatley —Occupations—Ginn 
Hart, A. B. —Actual Government—Longmans 
Raskin, F. J .—American Government—Lippincott 
Hill, H. G. —Community Life and Civic Problems 
Howe, F. E .—The City, the Hope of Democracy—Scribner 
The Modern City, Its Problems—Scribner 
Hugiues, R. 0 .—Elementary Community Civics—Allyn and Bacon 
Economic Civics 

Hunter & Whitman —Civic Science in the Community—American Book 

Jewett, F. G .—Town and City—Ginn 

Johnson, E. R. —Elements of Transportation—Appleton 

Lapp, J. A. —Our America 

Leavitt & Brown, —Elementary Social Science—Macmillan 

Nida, W. L. —City, State and Nation—Macmillan 

Reinsch, I*. S .—Civil Government—Sanborn 

Riis, J. A .—How the Other Half Lives 

Rowe, II. K .—Society, Its Origin and Development 

Smith, J. F .—Our Neighborhood 

Towne, H. T. —Social Problems—Macmillan 

Tufts, J. H. —The Real Business of Living 

Turkington, G. A. —My Country 

United States Bureau of Education ,—Lessons in Community and National 
Life 

Ziegler & Jaquette —Our Community 

Zueblin, Charles —American Municipal Progress—Macmillan 

Many bulletins of state and national governments 

Reports of city and county departments, bureaus, and institutions 

Smull’s Legislative Handbook 

The World Almanac 

Periodicals: American City, Current Opinion, Independent, Literary Di¬ 
gest, Outlook, Review of Reviews, World’s Work 

How Society Cooperates Through Government 
Adams, E. W .—Community Civics 
Ames & Eldred —Community Civics 
Ashley, R. L .—The New Civics 
Beard, G. A .—American Citizenship 
Bryce, James —American Commonwealth—Macmillan 
Dawson, Edgar —Organized Self Government 
Dole, C . F .—The American Citizen 


71 


Dunn, A. W .—Community Civics for City Schools 
—Community Civics and Rural Life 
Finch, G. E. —Everyday Civics 
Forman, S. E. —American Democracy 

Garner, J. W. —Government in the United States—American Book 

Guitteau, W. B .—Government and Politics in the United States—Houghton 

Hart, A. B. —Actual Government 

llaskin, F. J. —American Government 

Hill, H. C .—Community Life and Civic Problems 

Hughes, R. O .—Elementary Community Civics 

James d Sanford —Government in State and Nation—-Scribner 

Lapp, J. A .—Our America 

Magruder, F. A .—American Government—Allyn and Bacon 
Reinsch, B. S .—Civil Government 

Scott, S. B. —State Government in Pennsylvania—Harper, Phila. 

Smith, J. W. —Training for Citizenship—Longmans 

Wood burn d Moran —The Citizen and the Republic—Longmans 









72 


VOCATIONAL CIVICS 


\ 


73 


I 


I 









I 


74 



75 


VOCATIONAL CIVICS 

Ninth Year 

1. Preliminary Statement 

The increasing variety of courses and subjects now offered in 
the high school and other educational institutions, and the increas¬ 
ing specialization in economic life, handicap boys and girls in mak¬ 
ing intelligent choices both in school and after leaving school. This 
course is planned to overcome partially such handicaps. 

II. Aims 

A. General aims 

1. To furnish to the pupils an interpretation of the school and 
of life outside and beyond the school, that this may serve as a back¬ 
ground for their future choices and activities 

2. To help pupils to know their own natural abilities and ^imita¬ 
tions in order that they may enter a field of work in which they can 
render maximum service 

3. To furnish to pupils an opportunity for discussing the inter¬ 
locking value of all useful work, and to emphasize the dignity of 
labor 

4. To help boys and girls make a transition from carefree youth 
to responsible adulthood; to give them the guidance necessary for 
their own highest self-realization, emphasizing the objectives, good 
health, good citizenship, high character, and worthy use of leisure, 
as applied specifically to their own lives 

B. Specific aims 

1. To furnish a complete survey of educational opportunities af¬ 
forded by the school—a study of all the offerings of the school 

2. To furnish an understanding of the fields of work that are 
open to those who finish high school; to make it clear to the pupils 
just which occupations and professions are closed to those who do 
not finish high school 

3. To help the students to realize that the best time to get a 
hio-h school education is in early life, and that failure to do so then 
is likely to result in their never acquiring a complete high school 
training 

4. To help pupils realize that high school education pays, in 
dollars and cents as well as in happiness and in ability to render 
service 


76 


5 To give information about schools in which pupils may con¬ 
tinue their education 

6. To give to those who must leave school information concern¬ 
ing vocations which are open to them; to show them the advant¬ 
ages of extension education in its various forms, such as continuation 
schools, night classes, cooperative part-time classes, short term 
courses, and the like 

7. To create in every high school student an ambition to occupy 
a useful place in the world 

8. To encourage students to think specifically about their own 
future work and to make tentative choices 

9. To furnish a method of studying vocations and to establish 
the habit of considering problems of the job before graduation or 
leaving school 

10. To make a survey of typical vocations which comprise the 
work of the world, for the purpose of establishing a fund of useful 
information upon which they can draw in making successive choices 
in school and in Ufe outside the school 


111. General Plan of the Course 

» 

Division IV of this syllabus contains an outline of the ground 
to be covered in the course in Vocational Civics. The course begins 
with a survey of the school curriculum and subjects of study. The 
ninth grade boy entering high school wants to know what the of¬ 
ferings of the school are and which he shall choose. If the school 
which he is attending offers no choice of courses or subjects, it is 
none the less important for him to know the aims of high school 
education in general, and of the various subjects in particular. 

Connected closely with the question of the boy’s choice of studies 
in the high school is the question of choice of future work. The 
course accordingly starts with a study of the school and proceeds 
to a study of occupations. 

In taking up the study of vocations the usual grouping followed 

bv the T T . Census is discarded. In this outline vocations are 
«/ 

grouped according to the preparation which they require. This 
method is followed because the question of the preparation for a 
vocation is paramount in the minds of high school boys and girls. 
Furthermore, it is believed that by putting the emphasis on pre¬ 
paration the student’s school work may be motivated, to a consider¬ 
able degree, by ambition and enlightened self-interest. 

There are many occupations that cannot be satisfactorily classified 
by the outline. Teachers should place such vocations where they 
seem to fit best, remembering that it is more important to study 
a vocation carefully than to split hairs deciding into which class 


77 


it shall fall. If the method of classification used has any value it 
is to furnish an approach to the study, and to emphasize the need 
for preparation. 

In giving this course teachers will find it to their advantage to 
use a text-book. However, great care should be taken not to make 
it simply a text-book course. Teachers should encourage pupils to 
do field work, as well as research work in the library. Such in¬ 
vestigation shout’d be reported back to the class and kept perma¬ 
nently in a file along with other material—pamphlets, clippings, 
photographs, etc. 

If the school owns a motion picture machine it will be found a 
very valuable aid in giving the course. A good way to begin the 
study of a vocation or a related group of vocations is to have the 
class visualize the processes through motion pictures. 

In every community there are well qualified men and women who 
will be gad to accept an invitation to come to the school to tell 
the students about their own vocations. Care must be exercised to 
have speakers stick to their subjects. Students and teachers in a 
subsequent recitation should check up the statements of speakers. 
Some men will make statements which they believe to be true but 
which are not entirely borne out by the facts. 

Visits to workers in many different vocations is another excellent 
way of gathering information about vocations. 


IV. The Course in Vocational Civics 

Topic /. Why go to high school. This is an introduction, in a 
general way, to the opportunities afforded by a high school edu¬ 
cation. 


Topic 2. Learning about ninth year subjects. What are they? 
Why are they in the course? Which are required of all? Why? 
Which are elective? Why? 


Required Subjects 

English 
Social Studies 
Mathematics 
General Science 
Physical Training 

Topic 3. Learning about tenth, 
jects. What are they? Why are 


Elective Subjects 

Foreign Languages 

Drawing 

Music 

• Practical Arts 

eleventh, and twelfth grade sub- 
in t lie course? Which are 


tliev 

required? Why? Which elective? Why? 


78 



Elective Subjects 


Biology 

Bookkeeping 

Mechanical Draw¬ 

Physics 

Geometry 

ing 

Chemistry 

Trigonometry 

Trade Course 

Shorthand 

Cooking 

Music 

Typewriting 

Sewing 

Art 


Millinery 



Topic Jf. Arranging our schedule. What are the courses offered? 
What are the required subjects in each course? Electives? To what 
fields of work does each course lead? Making our program with a 
plan for the future in mind. 


Topic 5. Student Activities. What are they? What useful pur¬ 
poses do they serve? Does student participation in any of these 
activities have any vocational significance? 


Athletics 

Dramatics 

Debating 

Glee Club 

Orchestra 

Publication 

Literary Club 


Student Government Organiza¬ 
tions 

Civic Leagues 
Bird Club 
Kadio Club 
Kodak Club 
Hiking Giub 


Topic 6. Education after high school graduation—four year 
courses. Does the vocation I have chosen demand a college or tech¬ 
nical school education? Shall I need a degree? (Brief study of 
degrees.) If not a requisite, will college or technical training be 
helpful in this vocation? Under what conditions will it not be 
worth while to go to college? What are the different types of higher 
institutions—University, Liberal Arts College, Technical School? 

Topic 7. Education after high school graduation—courses short¬ 
er than four years. What are the schools offering—three year, two 
year, one year, and shorter courses as training for specialized lines 
of work? Describe type schools of various kinds, giving courses, 
tuition, and positions to which they lead. Normal and other train¬ 
ing schools. 

Topic 8. A study of the kinds of schools open to the young wage 
earner. Courses, benefits from'attendance. Opportunities for con¬ 
tinued education: evening schools, cooperative part-time courses, 
short unit courses, continuation schools, corporation schools. 

Note :—Topics 9-14 attempt to classify occupations on seven differ¬ 
ent levels. This classification has been followed for the purpose of 


emphasizing preparation not only for success in the vocation it¬ 
self, but also for the highest service that may be rendered the com¬ 
munity by a citizen who is following the given occupation. 

Many teachers will doubtless prefer to start with a vocation in 
which the class is vitally interested, and to proceed with the study 
as the interests of the class dictate, rather than to follow this some¬ 
what arbitrary grouping. Whatever method is followed, many more 
occupations should be studied than those listed. 

Topic 9. Persons who aspire to work in vocations such as the 
fo'lowing will find it to their disadvantage if they fail to secure a 
college education and, in addition, special training: Medicine; Law; 
Ministry; College Professorship. 

Topic 10. Persons who aspire to work in vocations such as th ' 
following will find it to their disadvantage if they fail to secure a 
college education or the equivalent: Engineering; Dentistry. Diete¬ 
tics; High School Teaching. 

Topic 11. Persons who aspire to work in vocations such as the 
following will find it to their disadvantage if they fail to secure a 
high school education or the equivalent: Business; Nursing; Elemen¬ 
tary School Teaching; Banking. 

Topic 12. Persons who aspire to work in vocations such as the fol¬ 
lowing must have unusual special talent and much special training: 
high school or even college education is highly desirable here, but 
success depends much more on special talent and special training 
than on general education: Actor; Sculptor; Artist; Musician. 

Topic 13. Persons who aspire to work in vocations such as the 
following will need training of the kind given “on the job”; some¬ 
times training of this kind may be acquired in schools: Machinist; 
Telegrapher; Dressmaker; Milliner. 

In this connection a study of apprenticeship should be made. It 
should include: definition; advantages; disadvantages; status in 
certain large corporations and in scattered trades such as the building 
or printing trades. 

Topic Hf. Persons may work in the following vocations with little 
or no preliminary training; there are many of these vocations and 
the people working in them render much service to the world; these 
vocations must not be considered unimportant: Domestic Service; 
Cashier (in a store or restaurant) ; Janitor; Chauffeur. 

Topic 15. Personal characteristics that make for success in any 
vocation; a study of how these qualities aid in the vocations: (1) 

Health, (2) Honesty, (3) Cooperation, (4) Love of the work. 


80 


Topic 16. How a student may test out his abilities: (1) By try¬ 
ing out different courses; (2) by out-of-school employment; (3) 
through student organizations; (-1) through leisure activities— 
hobbies, reading, recreation, church work. 

Topic 17. Applying for a job. How to make application for a 
position—to include personal application as well as application by 
letter 


V. Type Lessons 
A. Why go to high school 

1. The Approach. Shall I go to high school? This is a question 
that comes into the minds of boys and girls many times before they 
can be admitted to a high school. Many make up their minds to 
go long before they are ready to enter. Some hesitate, some even 
enter to give the thing a trial with the intention of withdrawing if 
they do not like it or if they are successful in finding employment. 
There are, no doubt, several in every class who are somewhat doubt¬ 
ful about the value of a high school education. 

One of the first questions that come to our minds when we are 
about to do a new thing is, “Are other people doing it?” Let us see. 
There are now nearly 2,000,000 boys and girls going to the day high 
schools of the United States and several hundred thousand more 
attending night high schools. These students are taught by at least 
100,000 teachers at a total yearly cost of more than $100,000,000. 
In addition, millions of dollars are spent annually on the erection 
and up keep of high school buildings. 

If we may judge by the money spent in support of high schools, 
or by the number of people attending them, it would seem very 
clear that getting a high school education is a matter of great im¬ 
portance to all boys and girls. 

2. Organization for investigating the value of a high school educa¬ 
tion. Committee One—to be composed of members of the class who 
have a parent, brother, sister, or intimate acquaintance who has pass¬ 
ed through high school. This committee should report to the class 
what these people feel that high school education did for them. 

Research work. A sample list of research questions, wlijch may 
be considerably extended, is given here. 

Research questions 

a. Has high school education added to your earning capaci¬ 

ty? 

b. Has it made it possible for you to enter an occupation 

you otherwise could not have entered? 


81 


c. Has it added to your enjoyment? 

d. Has it added to your list of friends? 

e. Has it helped you in understanding the problems of your 

town, state, and nation? 

Committee Two—to be composed of students who do not have 
friends or relatives whom they can interview. 

This committee should seek similar information to that which 
Committee One seeks, but should interview teachers, doctors, mini¬ 
sters, or others who know something about high school education. 

Committee Three—How much does the school board in your dis¬ 
trict spend on the education of each boy and girl attending high 
school ? 

How much has your town invested in high school buildings and 
equipment? 

Do you know of a town or township of any size that does not 
maintain a high school? 

Why do many states require districts not maintaining high schools 
to pay the tuition of their pupils in neighboring high schools? 

How many pupils from outside your district are there in your 
high school? How much money do they pay to your school dis¬ 
trict for their tuition? 

After the investigations have been made, committees should have 
a meeting before the report is made to the class and agree on per¬ 
sons to give the various sections of the report. The full report of 
the committee should be submitted in writing and filed as part of 
the material of instruction available for future c 1 asses. Care should 
be taken to interview people who have had high school education. 
Those who have been through a high school doubtless know much 
more about it than those who have not. 

After all committees have reported in full on their investigations 
a day should be spent in studying pamphlets on high school educa¬ 
tion. These may be collected at small cost (see bibliography). 

Questions for General Discussion 

a. Does it seem to you as though a majority of the citizens of 
the United States believe in high school education? 

b. In European countries high school education is not free as in 
the United States. Do you think the United States is making a 
mistake by giving it free to boys and girls when it is causing a 
heavv expense in taxes on persons who own property, some of whom 
may have no children of their own? Give reasons for your answer. 

c. Do you think there are boys and girls who should not go to 
high school? This question should be discussed with much care. 


G— S 


82 


The class may take a vote on each of the above questions. Teach¬ 
ers will of course allow the class president to preside when formal 
action is to be taken. 

B. Engineering 

1. The Approach. The importance of engineering might be pre¬ 
sented to the class somewhat as follows: 

A street flanked with office buildings is lowered twenty feet in 
Pittsburgh. The Mississippi is dammed at Keokuk, Iowa, and St. 
Louis 135 miles distant is supplied with light and power. Irriga¬ 
tion dams are placed across rivers and the deserts made to blossom; 
floods are controlled, and in place of damage, cities are lighted and 
the wheels of industry turned; automobiles constructed of light yet 
strong material are driven with speed and safety by ordinary men 
and women over smooth, well-graded roads and over strong yet 
beautiful bridges; tunnels are bored through mountains and under 
rivers by beginning work at both ends at the same time. Steam and 
electric railways open up all parts of our vast country and ships 
propelled by machinery make people of other continents our neigh¬ 
bors. We speak to our friends by telephone across the continent 
with the same ease as across the back fence, and events in London 
are known to us by cable or wireless seemingly five hours before they 
happen. 

The design and operation of the instruments that make these 
wonders possible are the work of the engineer. Not only is the work 
of the engineer in the heavens above, the earth beneath, and the 
waters under the earth, but in the earth under the waters. 

Each new development of engineering means more knowledge on 
which to base even greater future achievements for the benefit of 
mankind. Would you like to have a leading part in these achieve¬ 
ments ? 

Follow this Approach with a discussion to find out how much the 
class knows about different kinds of engineering, whether there are 
engineers living in the community who may contribute information, 
other vocations closely allied to engineering, schools where it can 
be studied, etc. 

2. Committee reports. Committees to report on the following: 

a. laves of prominent engineers—Goethals, Eads, DeLes- 
seps, Bessemer 

b. Opportunities for employment, compensation, advance¬ 
ment, service, leisure 

c. Qualities and abilities needed 


83 


d. Preparation—general and technical 

Consult practicing engineers, encyclopedias, scienti¬ 
fic books and periodicals. Consult catalogs of engi¬ 
neering schools to learn the entrance requirements 
and the courses offered, the cost of tuition and 
living, the chances for self-help and for scholar¬ 
ships. 

C. Nursing 

Of all the professions that make an appeal to the humanity lov¬ 
ing instinct of young people, none is stronger than that of the nurse. 
Since the heroic work begun by Florence Nightingale has been car¬ 
ried to the uttermost parts of the world, the nurse in her white uni¬ 
form and cap is the symbol of sympathy and devotion. 

i 

1. The Approach. There are so many oxDportunities opened for 
the nurse in these days that it is hard to get a picture of her that 
will cover all the fields. In general, twenty-five years ago we would 
have said that her work-was to care for the sick, but todav the work 
that she does in preventing sickness is just as important as the re¬ 
lief of those suffering from disease. Sometimes she works in the 
home as the caretaker and administrator of the doctor’s orders; 
at other times she performs the same service in a hospital. She 
may be the instructor or the principal in a school of nursing, or the 
superintendent of a hospital. She may be in charge of an operating 
room or of some division of the hospital. The new demand for 
public health has called her as a visiting nurse of a community, as 
a school nurse, as a nurse in an industrial plant, as a dispensary 
nurse, as a social settlement nurse, as a laboratory technician, or as 
a sanitary inspector. Assign to individual members of the class 
one of the special branches of nursing for investigation. Suggest 
the names of places where they can write for information. 

2. Working conditions. The environment of the modern hospital— 
the shorter hours of duty, vacations of at least a month with salary, 
the good food and pleasant rooms provided, and the regulation of 
work—makes a hospital position very desirable. In private homes 
the nurse is given the highest consideration and is surrounded 
with the best conditions that the home can provide. The length of 
her day in this field of work has been shortened by an enlightened 
public opinion, that has made people who employ nurses realize 
that she must have definite hours off duty in order to render her 
best service. In positions in connection with public health nursing 
the work day is about eight hours and the salary enough for her 
to live very much as she chooses. 


84 


3. Opportunity afforded the worker for service. It is only nec¬ 
essary to study the lives of some of the noble women who have 
relieved suffering humanity to realize the great opportunity for ser¬ 
vice offered in this profession. Assign to some members of the class: 
Florence Nightingale, Clara Barton, Edith Cavell, Maud Delano. 
These may secured at any public library or through the Red Cross, 
Washington, D. C. 

No doubt some of the class will know of someone who is a nurse, 
and will have heard tell of some deed of service from her experience, 
which could be related to the class. Not only the war, but the in¬ 
fluenza epidemics, the flood and fire disasters, and the everyday 
work aday world bear witness to the noble service performed by 
countless numbers of women nurses. 


If. Opportunities for employment. There was never a time in 
the history of the world when the demand for nurses was greater. 
The field is a decidedly growing one. The avenues for her service 
have enlarged so that the demand in numbers is much greater than 
it formerly was. No first class nurse at present is idle because her 
profession is overcrowded. She has the whole world for her field, 
for in addition to the opportunities in her own country every mission 
field in the Orient and the stricken countries of Europe are calling 
for her service. According to the statistics gathered by the Public 
Health Service in 1920 there was a shortage of 55,000 trained nurses 
in America alone. 


5. Opportunities for adequate cotnpensation. The nurse’s salary 
is larger at the beginning than that of any other profession or busi¬ 
ness. The nurse leaves training school in a fair way to *make $35 
a week and her living expenses. By taking a postgraduate course 
she can become a public health nurse at a salary of $125 or $150 
a month. Tn the country district such a nurse gets, in addition, the 
use of a car maintained by the local Red Cross chapter of the Civic 
Welfare League. She becomes a real factor in the community, 
helping to bring about better health laws. X-ray and radium workers 
who are experts make as high as $400 a month. Superintendents of 
nurses get from $2,500 to $5,000 a year. In the army, nurses who 
rank as officers receive a graduated pay according to their rank. 

6. Qualities necessary for success. In few callings has the char¬ 
acter of the individual as much to do with success or failure as in the 
profession of nursing. She must live a life of good habits, guided 
by high moral standards. She must develop common sense, good 
manners, sympathy, tact, and unselfishness. She must be patient 
and yet masterful, for sick people are often irritable and unreason¬ 
able. She must have some aptitude for study, for courses of study 


85 


are given by various members of the hospital staff. She must be 
willing to obey orders, for she is always responsible to the doctor. 
She must be neat and clean, and it is most necessary that she culti¬ 
vate a systematic and quiet way of performing the required duties. 
It is well that she be cheerful and interested in other affairs besides 
nursing. A patient’s mind needs to be called away from self and 
stimulated by a cheerful atmosphere. 

7. How best to 'prepare for and get into the tcork. The minimum 
requirement is a grammar school course or its equivalent. The better 
hospitals require at least one year of high school work. But it is 
desirable to complete a high school course and a college course 
before entering this training. The superior mental training not only 
makes the hospital course easier and more interesting, but, other 
things being equal, fits the educated woman to fill the more im¬ 
portant positions which will be open to her after gTaduation. Some 
hospitals of the present time have arranged with universities near 
where they are situated to allow pupils to pursue courses at the 
time of their training which will qualify toward a degree from that 
university. 

The course in the hospitals is from two and a half to three years. 
During training, maintenance, uniforms, and books are provided and, 
in addition, an allowance for current expenses. During her time of 
training she attends to specified duties, which during recent years, 
with the greater demand for nurses, have been made less burdened 
with work that can be done by orderlies and maids. She cares for 
the patients in all the departments of the hospital, under the super¬ 
vision of the superior nurses, and pursues courses of study given 
by the doctors of the staff and by the superintendent. The studies 
consist of dietetics, materia medica, anatomy, physiology, bacter¬ 
iology, and chemistry. Great care should be exercised in selecting 
the hospital, and she should choose for her training one that provides 

a. Thorough and sound instruction 

b. Adequate care for her comfort and character during training 

c. Sufficient materials to learn from 

d. Cases varied enough in type to give general training 

e. Reasonable hours and sufficient vacation 

Here we have presented a profession which is almost entirely free 
from the competition of men. Here is opportunity for the educated 
woman as well as for those who cannot give so much time to the 
arts and sciences. Here is compensation not to be measured alone 
in dollars and cents, but compensation that results in the develop¬ 
ment of the very best qualities in every woman. Here is the op¬ 
portunity to join the procession of those who fee! that living for 
others makes of life a gift divine. 


86 


D. Retail Selling 

1. The Approach. The following or similar material should be 
presented to the class in such manner as will best arouse interest 
and lead the pupils to see that selling goods is far more than merely 
standing behind the counter. 

It is somewhat surprising that so little scientific attention has 
been given to the retail business in the past. Agriculture has be¬ 
come almost an exact science and the engineer and economist have 
advanced mining, manufacturing, and transportation to well defined 
standards. But the retail business, which now employs the time 
and energy of nearly a million people in this country alone, has 
been passed over in the standard works on economics with but brief 
mention. In a similar way, the art of selling and other arts of the 
retail business have until recently received but little attention from 
writers. 

The attitude of the management toward the hundreds of workers 
employed in a store is seldom, nowadays, that of the hard task¬ 
master. Cooperation rather than compulsion is the guiding principle 
in the conduct of a department store, which is in reality a social 
center, a small world, in which lessons of fundamental importance 
may be learned. Young people who plan to undertake store work 
should endeavor to see and to appreciate from the first not simppy 
the commercial possibilities in their positions but also the human 
opportunity so abundantly present in their relations with customers 
and fellow workers. Nowhere will be found a more fruitful field 
for the study of human nature • nowhere will a spirit of helpfulness, 
an attitude of gracious dignity yield more satisfying returns. 

For a department store is a big economic organization, controlled 
in the great majority of cases by men of integrity and high pur¬ 
pose and ministering in a most vital way to the needs of the people. 

Let the class find facts concerning this interesting occupation. 
The class may be divided into groups, with a chairman for each 
group. 

For reports on the topics. Work Done, Opportunities, Advantages 
and Disadvantages, and Preparation, those pupils should be chosen 
who are interested in this particular vocation or who are most likely 
to have to take it up as a ready means of earning money. 

Tn the use of references for the preparation of assignments pupils 
should be encouraged to get as much first hand information as 
possible. 

2. Work done. 

a. The silent salesman—Advertisement 

References: Norton, Retail Selling, pp. 178-181, Ginn; 
Nystrom, Retail Selling and Store Management, 
pp. 10 ff., Appleton 


87 


b. The real salesman—Men and Women 

References: Norton, pp. 181-184; Nystrom, Chapter II 

3. Opportunities. 

References: Giles, Vocational Civics, pp. 130-134, Macmil¬ 
lan; Gowin and Wheatley, Occupations, pp. 15-17; pp. 
69-72, Ginn; opportunities in your local stores 

If. Advantages and disadvantages. 

a. Service to humanity 

«/ 

b. Chance to learn 

c. Ease of entrance 

d. Demand for workers 

e. Steady work 

4 / 

f. Growing importance of vocation 

g. Interesting work 

h. Promotions 

i. Friends and associates 

j. Hours 

k. Vacations 

l. Good living conditions 

m. Healthful work 

n. Moral and ethical conditions 

o. Energizing work 

5. Qualifications. 

a. Ability to get along with people 

b. Ability to follow directions 

c. Ability to lead other people 

d. Ability to use good English 

e. Cheerfulness 

f. Common sense; good judgment 

g. Courtesy 

h. Ideals of honesty 

i. Ideals of service and usefulness 

j. Initiative; resourcefulness 

k. Mechanical skill 

l. Orderliness; system; neatness 

m. Perseverance; industry * 

n. Physical strength, health, and vigor 

o. Promptness; punctuality 

p. Responsibility ; trustworthiness 

G. Working conditions. # 

a. How educated workers improve working conditions 

b. Effect on the worker—physical, social, civic, recreation¬ 
al, mental, moral 


88 


7. Income. 

a. Yearly—under usual conditions 

t ) 

b. In the beginning and as one obtains further experience 

c. Method of payment 

d. Whether the worker receives enough pay to maintain 
an American standard of living 

8. Biography. 

a. Alexander T. Stewart 

b. Marshall Field 

c. John Wanamaker 

(These can usually be obtained in the public library) 

Yl. suggestions for a Class Visiting the Actual Workers in Any 

Vocation 

In connection with a course in Vocational Civics well organized 
visits to places where people are engaged in the actual work of 
the world are necessary if the pupils are to visualize the processes 
and appreciate the human element upon which afl industry and com- 
merce depend. 

In planning such visits a teacher must have a very definite object 
in view which must be explained to the class. The visits are necessar¬ 
ily determined by the opportunities which the community affords. 
If the field is broad the planning should eliminate those places in 
which there is the least interest for the pupils and where there 
might be a repetition of conditions and processes previously observ¬ 
ed by the group. If the pupils are likely to go to neighboring cities 
for employment an opportunity for a visit to those cities should be 
provided; attention should be concentrated on the observation of 
typical industries. Best results are obtained if visits are made at 
the time when the particular occupation is being studied in class. 

Manufacturing and business houses are likely to be cooperative 
yhen the objective in such visits is made clear. The next task, then, 
after the selection of the place to go is the influential person in the 
industry to be visited. The superintendent of schools, the principal, 
or a member of the board of education may be helpful in arranging 
the visits. It is best to limit the size of the group in order that all 
may have the opportunity of hearing the explanations by the guides 
or of conversing with the workmen as the trip progresses. 

Careful instruction must be given on the points to be observed 
and also on the proper decorum during such a visit. The pupils 
must be impressed that the primary reason is one of instruction and 
not a chance for a ‘dark.” When men of affairs are interested 
enough to make possible for girls and boys opportunities for obser- 


89 


ration and study before the necessity of choosing- a life work arrives, 
it must be met with an attitude of seriousness of purpose on their 
part. 

The following rules of conduct should be laid down: 

1. Follow your leader, who will depend upon the instructions 
given by the representative of the industry 

2. Avoid talking, laughing, and fooling 

3. Do not linger behind to talk with workers unless permission 
has been given 

4. Avoid touching or handling tools, machines, or products 

5. If lost, go to the main office and ask for someone to help 
you find your group 


The instructions for observation vary according to the places 
visited; but some general ones may here be given: 

1. Notice what the workers are doing 

2. Notice what work requires mental effort 

3. Notice what work requires skill 

4. If you have the opportunity, inquire what preparation or 
training is necessary 

5. Observe the conditions in the factory or office as to 

a. Ventilation 

b. Lighting 

c. Noise 

d. Sanitation 

e. Hazards 


VII. Outline for detailed investigation of a vocation 

Note: This outline is to guide and stimulate the pupil who 
is making an intensive study of a vocation in which he or 
she is particularly interested. 

What a hoy or girl should know about a vocation before 
making even a tentative choice of it 

A. Description of Work and Working Conditions 

1. What the worker does: Give a careful description of the 
actual work performed, the equipment or tools employ¬ 
ed, and state whether the work is largely manual or 
mental. If the vocation is one that is subdivided into 
two or three specialized vocations give the name of each 
subdivision, state what part of the work is common to 
all, and show clearly how each division differs from 
the others. Give special attention to the branch in 
which you are most interested. 


90 


2. Working conditions: Give a careful description of work¬ 
ing conditions, covering sucli points as working day; 
working week; overtime; space; ventilation; lighting; 
temperature; kind of meals and time allowed for meals; 
dangers from machinery; dust, or gases; wash and 
rest rooms; moral conditions; whether or not the work 
is stimulating or deadening. Are there laws to safe¬ 
guard workers? Are they enforced? 

B. Opportunities afforded the worker in this vocation 

1. For service 

a. dust how is this work related to the work of other 
people ? 

h. In what way is society benefited by this work? Is 
the work peculiarly adapted to the betterment of 
society ? 

c. Is the work necessary to society or does it help 
satisfy a want that is not an absolute necessity? 
Why? 

2. For adequate compensation 

a. Is there any compensation in the form of honor or 
standing in the community, satisfaction in the per¬ 
formance of useful work, making agreeable friends 
and acquaintances, pleasant living conditions, com¬ 
fortable clothing, etc. 

b. Money compensation 

(1) The pay for a beginner 

(2) The normal rate of gain in wages 

(3) The average per week and per year for skilled 
workers 

(4) Time or piece work 

(5) Period of payment 

(6) Begularity of payment 

(7) Competition with cheap labor 

(8) Occupation seasonal 

(9) Employer’s or union wage schedule 

HO) A profit sharing plan; company houses or 
stores; voice in management: pensions: bonuses 
or gifts 


91 


3. For advancement 

a. Can the worker advance to greater service and 
better pay in this vocation or some branch of the 
vocation ? 

b. Will this vocation offer preliminary training for 
advancement into another vocation? 

e. What types of training can be pursued while on 
the job, such as evening schools, part-time schools, 
etc? 

d. Do many of the workers leave during the first year? 

e. What part of the workers remain at least five or 
six years? 

4. For leisure activities (social and civic) 

a. Are there social, professional, beneficial, or coopera¬ 
tive societies or unions? 

b. Is there a vacation period? What length? With 
or without pay? 

c. What social relation does the worker have to the 

community? 

d. Is there time, place, or adequate income for re¬ 
creation, enjoyment, home life, and participation in 
social and civic activities? 

e. Is the worker restrained by the employer from tak¬ 
ing an active part in civic affairs? Why? 

5. For employment 

a. ^Approximate number engaged in this community 
with place of employment 

b. Approximate number of former students of this 
school who have chosen this vocation—their present 
degree of success or failure 

c. Percentage of people in the United States engaged 
in this occupation (see U. S. Census, Bulletin on 
Occupations) 

d. Is the vocation overcrowded? 

e. Is it a growing or a diminishing field? Consult 
U. S. Census for thirty years and see if the voca¬ 
tion has decreased or increased faster than the 
general population. Prepare a graph. 

f. Is the vocation likely to change on account of in¬ 

ventions or of a change in public taste? 

g. Are there many people preparing for this vocation? 


92 


h. What would be the best age to enter this vocation? 
Why? 

i. Are there legal limitations? What are they? 

j. Is there likely to be a need for workers in this vo¬ 
cation when von are ready to enter it? Why? 

C. Boy or girl qualities and abilities necessary for success 

Must workers in this vocation be courteous, kind, honest, re¬ 
liable, attentive, tactful, orderly, punctual, rapid, origin¬ 
al, adaptable, accurate, decisive, cheerful, religious, am¬ 
bitious, daring, strong, healthy, vigorous? Must they 
have power of concentration, the ability to cooperate, 
and a good memory? Which of these qualities can be 
acquired and in what way? In what ways in your 
school or home life can you test vourself for these 
qualities? 

l>. Preparation and placement—How l>est to prepare for work 

and get it 

1. Schooling 

a. What courses should you take in this school? 

b. Is special or vocational education such as that ob¬ 
tained at college, university, or vocational schools 
necessary or desirable? If so, where can you best 
get this education? How long would it take? How 
much would it cost? What entrance requirements, 
if any, would you have to meet? 

2. Other means of preparation 

a. Is there an apprentice system? If so, how long 
would it take? How much would it cost? What 
entrance requirements, if any, would you have to 
meet? 

b. What other ways are there for getting into this 
vocation without special training in schools? Are 
these ways satisfactory ? Why ? 

c. Can training for the vocation be secured while on 
the job? Through the employer? Other sources? 

d. Do employers want trained workers? Are they will¬ 
ing to take untrained workers? 

e. What vocations have served as stepping stones to 
this vocation? 


93 


E. Accomplishments and opinions of other people 

1. Biography: It is worth while to get biographies of 
workers in this vocation when possible, either the writ¬ 
ten ones of prominent people or the life story of some 
one you know. In writing this biography names of 
friends need not be mentioned, and the facts selected 
should bear upon the occupational career of the worker. 

2. Comments: Comments upon this vocation should be 
secured from as many people as possible, especially from 
workers in the vocation. 

F. Summary 

1. Advantages: Select from all the facts you have about 
this vocation all those that appear to you as advantages, 
and be aWe to justify your decision. 

2. Disadvantages: Select these as you did the advantages. 

VIII. Outline for the Use of Motion Pictures in Vocational Civics 
While the picture is being shown have pupils take notes on the 
following points 

A. Names of occupations seen and what work each includes 

B. Working conditions, such as 

1. Light } 

a. Natural or artificial 

b. Window space 

c. Is picture dark, showing inadequate light 

d. Is work such as to require good light 

e. For desk work does light fall over left shoulder if 
natural, or directly over work if artificial 

2. Air 

a. Smoke, dust, or gases visible 

b. Flying particles visible 

c. Suction fans and other ventilation devices in use 

3. Temperature, shown by 

a. Dress of workers 

b. Perspiration 

c. Furnace or hot metal 

4. Machinery 

a. Properly guarded 

b. Types impossible to guard 

c. Overhead cranes 


94 


5. Is work dirty or clean, as shown by 

a. Dress of workers 

b. Conditions of hands or face 

c. Materials handled 

G. Posture of workers 

a. Standing or sitting 

h. Moving about or remaining in one position 
c. Stooping, bending, or standing erect 

C. Skilled or unskilled work 

D. Part each worker plays in production • 

E. Variety of work performed by worker 

Notes should be handed in by each student and assigned to a com¬ 
mittee of students for the purpose of compiling a single report em¬ 
bodying all the valuable observations made by the individual stu¬ 
dents. This should be filed with material on Occupational Informa¬ 
tion. 

IX. Bibliography 

A. General 

Allen, Frederick J., A Guide to the Study of Occupations— 

Harvard University Press 
This book tells where information on three 
hundred vocations may be found. It includes all 
of the text books that may be used in offering this 
course. All books listed are briefly described and 
criticised. All teachers giving this course should 
have the use of this book. 

Allen, Frederick J., Bulletins containing brief comprehensive 
studies on each of the important occupations in Agri¬ 
culture, Forestry, and Animal Husbandry—Bureau of 
Vocational Guidance, Harvard University, 40^ 

This work is a sequel to “A Guide to the Study of 
Occupations.” 

Jacobs, Charles I., Bibliography on Vocational Guidance— 
Federal Board for Vocational Education, Washington, 

D. C. 

This is a list of books and magazine references 
* for the teacher or student who is interested in learn¬ 
ing about the progress of the vocational guidance 
movement. Some of the books are described and 
criticised. This pamphlet will be found very help- 
fuL 


95 


The “Guide to the Study of Occupations” and the 
“Bibliography on Vocational Guidance” list practi¬ 
cally all of the material that is available. For this 
reason no attempt will be made at this point to 
indicate other sources lof general material de¬ 
scriptive of occupations. This space will be used to 
list other types of books and -pamphlets that will be 
found useful in giving this course. 

The following books show the value of more 
education. It is merely a suggestive list. 

Cleveland Board of Education, Give yourself a fair start— 
Board of Education, Cleveland, Ohio 
This booklet, issued for the High Schopls of 
Cleveland, shows by photographs, letters, and other 
descriptive material just what the Cleveland high 
schools have done. High schools everywhere would 
do w^ell to publish such material, even though they 
could not do it so elaborately. 

Monsell, Helen A. and Allen, Wm. H., Come on, Girls, Let’s 
Go—Institute for Public Service, 10^ 

A brief statement of what high school education 
means to a boy or girl. Contains the discoveries! a 
girl made who decided not to go. 

Monsell, Helen A. and Allen, Wm. H., Your Money and your 
Life—Institute for Public Service 
Gives suggestions to boys and girls so that they 
will not be compelled to “Start their life’s journey 
with their hands up.” 

B. Biography 

Encyclopedias of biography 

Encyclopedia of American Biography—The American 

Historical Society, New York 

Appleton’s Encyclopedia of American Biography—Appleton 

National Cyclopedia of American Biographv—White 

2. Biographies of various types of men 

Men who are making America—Forbes 

Contains life stories of men who have risen to 
positions of influence in American business from 
rich, moderate, and poor circumstances, examples 
being 

J. Ogden Armour—Meat Packing 
James Speyer—Banking 
Cyrus McCormick—Farm Machinery 
Fifty life stories are told in this one volume. 


Men of Business, Stoddard—Scribners 
Similar to the preceding one. 

Leading American Inventors, by George Illes—Holt 

Contains Stevenson, Fulton, Whitney, Morse, Howe, and 
others. 


Great Scientists, by Elbert Hubbard—The Roycrofters, East 
Aurora 

Contains Copernicus, Galileo, Newton, Darwin, and others. 


English American Tool Builders, by Joseph Wickam Roe—\ale 
Press 

Of special interest to boys who are going to follow 
trades allied to the machinist. 


Men who Win,.by William Thayer—Wilson & Sons, London 
Deals with men in different vocations. 


Charles Spurgeon 
Henry Ward Beecher 
Thomas Arnold 
Daniel Safford 
Horace Mann 
John Roach 
John Bright 
Nathaniel Banks 
and others 


Pastor 

Preacher 

Schoolmaster 

Blacksmith 

Scholar 

Shipbuilder 

Manufacturer 

Machinist 


More than Conquerors, Gilbert—Century 

Contains Scott, Agassiz, Pasteur, Livingston, St. Gaudens. 


Men Who Have Made Good, by John T. Faris—Revell 


Artists 

Author 

Lecturer 

Editors 

Inventor 
Philanthropist 
Religions Worker 


Ole Bull 

Millet 

Dickens 

Wendell Phillips 
Greelev 

V 

Daniel MacMillan 
Matthias Baldwin 
Morris Jessup 
•John G. Patton 
and others. 


Little- Journeys to the Homes of American Statesmen, by Elbert 
H u bbar d—P u tn a m 


Little Journeys to the Homes of American Authors, by Elbert 
Hubbard—Putnam 


97 


American by Adoption, by Elbert Hubbard—Putnam 


Naturalist 

Merchant 

Inventor 

Publicist 

Musician 

Manufacturer 

Railroad Pronn>ter 

Sculptor 


Louis Agassiz 
Stephen Girard 
John Ericsson 
Carl Schurz 
Theodore Thomas 
Andrew Carnegie 
James J. Hill 
Augustus Saint Gaudens 


Famous Leaders of Industry—Wildman—Page 

Stories of 50 of the greatest industrial magnates, including 
Ford, Westinghouse, Woolworth, etc. 


3. Biographies of various types of women 

Women in American History, Grace Humphrey—Bobbs, Merrill 
Lucretia Mott, Julia Ward Howe, Clara Barton, and others. 

Portraits of American Women, by Gamaliel Bradford—Hough¬ 
ton, Mifflin. 

Abigail Adams, Mary Lyon, Louisa M. Aleott, and others. 

Twelve Notable Women of the 19th Century, by Rosa N. 
Carey—Dutton 

Victoria, Florence Nightingale, Elizabeth Fry, 

Grace Darling, Frances Havergal, and others. 

Pioneer Women of the West, Ellet—Scribners 

Deals with heroic homemakers in the building of 
the West. 

Heroines of Modern Progress, Adams and Foster—Sturgis 
Walton 

Mary Lyon, Elizabeth Cody Stanton, Clara Barton, 
and others. 

lj. Biographies of men and women of achievement 

Famous Living Americans, Webb—Webb Publishing 
Jane Addams, Maude Ba lington Booth, Helen Kel¬ 
ler, Russell Con well, John Mitchell, John Bur- > 

roughs, and others. 

r ■"*% 

■.if 

... ... L . .’JA. 


7—S 




OS 


Worth While Americans, by Edwin Earle Sparks—Weid- 
enhauer 

Keadable for 7th and 8th grades as well as for older 
people (published in 1021). Tells the life stories of 
men and women who found America the Land of 
Opportunity for service:— 

The Girl who Wanted to he a Preacher—Anna Shaw 
The Nurse of tin* Nations—Florence Nightingale 
A Jack of All Trades Carries On—Russell Conwell 
The Messenger Boy and the Merchant Prince—John Wanamaker 
An Iowa Quaker Boy Feeds the World—Herbert Hoover 
A Schoolmaster Teaches the World—Woodrow Wilson 
and fourteen others. 


1 . 

o 

3. 

4 . 

5. 
(>. 

7. 

8 . 
0 . 

10 . 

11 . 

12 . 

13. 


5. Biographies written especially for boys 

Boy’s Life of Edison, Meadoweroft—Harper 
Boy’s Life of Theodore Roosevelt, Hagedorn 
Boy Scouts Life of Lincoln, Ida Tarbell 
Boy’s Life of Mark Twain, Albert Bigelow Paine—Harpers 
Boy’s Life of Lafayette, Helen Nicolay—Harpers 
Life of Robert E. Lee, Hamilton—Houghton Mifflin 
Life of Buffalo Bill Cody—Harper 
Life of Edison, Meadoweroft 

True Stories of Great Americans, Wheller Series—Macmil¬ 
lan 

Story of my Boyhood and Youth, John Muir 
Ross Series—Stokes Publishing—Oliver Cromwell, 

George Washington and others 
A Dutch Boy Fifty Years After, Edward Bok 
Autobiography of Benj. Franklin, Illustrated by E. Boyd 
Smith—Holt 


G. Biographies icritten especially for girls 

1. Florence Nightingale, Laura E. Richards—App’eton 

2. Red Cross Story of Clara Barton—American Red Cross, 
Washington, D. C. 

3. Story of my Life, Helen Keller—Grosset & Dunlap 

4. Life of Mary Lyon 

5. Life of Alice Freeman Palmer, George Palmer 

6. Mary Slessor • of Calibar, W. P. Livingston—Hoddard- 
_ Stoughton, London 

7. Harriet Beecher Stowe, Crow 




99 


7 . Biographic 9 of men and women not written for hogs 
and girls hut readable hg them 

1. Up from Slavery, Booker T. Washington 

2. Life of Cavour, W. R. Thayer 

3. Alexander Hamilton, Charles A. Conant 

4. Robert E. Lee, Thomas Nelson Page 

5. Midshipman Farragut, J. Barnes 

G. Woodrow Wilson, The Man and His Work, Ford 

7. The Story of General Pershing, Tomlinson 

8. Herbert Hoover, Kellogg 

9. The Making of an American, Jacob Riis 

10. In One Man’s Life (Theodore Vail), Bigelow Paine 

11. Life of Pasteur 

12. Life of Daniel Webster 

13. Life of Dr. Benjamin Rush 

14. Life of Phillips Brooks 

15. Autobiography of Henry M. Stanley 

16. Life of Chinese Gordon 

17. A Student in Arms, Donald Hankey 

18. Life of Grace Dodge—Y. W. C. A. Press, 600 Lexing¬ 
ton Ave., N. Y. 

19. The Pioneer—Anna Howard Shaw 

20. Life of Louisa M. Alcott, Moses 

21. Life of Robert Louis Stevenson, Graham BaMour 

22. The Life of Richard Wagner 

23. The Life of John Hay 

24. Autobiography of Benjamin Franklin 

25. Life of the Master Carpenter and Fisher of Men, Jesus 
of Nazareth 

C. Fiction 

It is the belief of the committee that fiction may be used to ad¬ 
vantage both in giving information about vocations and in creating 
an interest in vocations previously unknown to students. For these 
reasons a small list of fiction is included. It has been the aim to 
choose books that would prove interesting reading to children and 
at the same time give correct occupational information. 

1. Agriculture 

Atkinson, Elinor, Johny Applesced—Grosset & Dunlap 
Story of a man who planted many apple orchards 
in the Ohio Valley after the Revolution. i 

Dyer, W. A., Five Babbits of Bonny Acres—Holt 

A story of back-to-the-land; very popular; well 
written. 


Harris, Garrard, Joe, the Book Farmer—Harper 
For inexperienced readers. 

Porter, Gene Stratton, A Daughter of the Land—Grosset & 
Dunlap 

Kate Bates, a true “Daughter of the Land,” is as 
American as the Goddess of Liberty. The book em¬ 
phasizes the tremendous importance to the nation of 
the lives of those who till the soil. 

Quick, Herbert, The Fairview Idea—Merrill 

The storr of a voung man who studied modern 
methods of farming and applied them on his fathers 
farm. 

Quick, Herbert, The Fairview Idea—Merrill 

Shows the possibilities of farming when done in a 
modern wav, and what country life mav become. 

Verrill, A. Hovt, Uncle Abner’s Legacy—Holt 

A well written story showing the possibilities in 
farming. 

2. Business 

Ferber, Edna, Boast Beef Medium—Grosset & Dunlap 
Story of the business adventures of Emma Me- 
Chesney, the traveling saleswoman, who success¬ 
fully competes with men. 

Murdock, Folks—Macmillan 

Pictures small town occupations. 

Peattie Mrs., Lotta Bury’s Career—Houghton, Mifflin 
Story of a girl from a small country town in the 
Middle West who wanted to be a singer. Went to 
Chicago to study. Her father’s health failing she 
went home and took over her father’s business and 
made a success of it. 

3. Engineering 

Beach, Bex, The Iron Trail 

Describes the building of a railroad into the copper 
region of Alaska. It is very good to illustrate the 
work of civil engineering. 

Bond, A. B., Pick, Shovel and Pluck—Munn 

Sequel to “With the Men who Do Things,” which 
takes the two boys outside of New York showing 
them the Keokuk Dam, Panama Canal, etc. In¬ 
cidents founded on fact and the engineering data 
have been continued. 


101 


Bond, A. R., On the Battle Front of Engineering—Century 

Tells by words and pictures the story of great 
engineering projects such as the Quebec bridge, 
grain elevators, aqueducts, tunnels under the East 
River, etc. Good illustrations. 

Bylioe, Frances, David Vallory—Scribners 

Railroading in the West and great engineering 
undertakings. For older boys. 

Lunde, Francis, Fire Bringers—Scribners 

Indolent son of a capitalist, aroused to action, 
throws his energy into an engineering project. For 
those who enjoy stories of big business. 

Weir, H. C., with the Flag at Panama—Wilde 

Story of the building of the Panama Canal. 

Jf. Forestry 

Bassett, S. W., Story of Lumber—Penn Publishing- 

Gives a good idea of the life of a forester in story 
form. Describes correct methods of lumbering. 

Rolt, Wheeler, B., Boy with the U. S. Foresters—Lothrop 

Describes U. S. Forestry service. The story is 
subordinated to the descriptions. 

5. Going to School and College 

Gauss, Christian, Through College on Nothing a Year—Gros- 
set & Dunlap 

Story of a young man without money and bow he 
makes his way through college by working at odd 
jobs in his spare hours. 

Heylinger, Win., Highbenton—'Appleton 

Story of a boy who desires to leave school but who 
decides to stay and go to high school. All boys 
like this book. 

Heylinger, Wm., Off-Side—Appleton 

Mediocre school story, deserving attention because 
of its emphasis on the value of study. Some will 
think the moral too insistent. 


102 


London, Jack, Martin Eden—Grosset & Dunlap 

From the slums and illiteracy Martin Eden works 
liis way up by hard, persevering study. His great 
aim is to make a success at writing; how lie ac¬ 
complished his desire makes intensely interesting 
reading. 

London, Jack, The Cruise of the Dazzler—Grosset & Dunlap 
Good for a hoy who does not like school or see any 
use in going to school. 

6. Homewaking 

Aslimun, The Isabel Carlton Series—Macmillan 

7. Iron and Steel 

Bassett, Sara Ware, The Story of Iron and Steel 

Depicts life in the steel mills and gives a fair idea 
of several of the steel trades. Story barely suf- 
ficient to carry descriptions, 

Weir, Hugh C., Cinders—Wilde 


8. Journalism 

Adams, Samuel IL, The Clarion—Houghton Mifflin 

An uncommonly interesting and true to life story of 
a. young man who attempts to run an honest and un¬ 
biased newspaper in an American city of middle 
size. Considered the best of newspaper stories. 

Davis, Richard Harding, Gallagher 

Story of a reporter’s first success. 


Faron, W. P., Peanut, Cub Reporter—Wilde 

A fair picture of the difficulties in the way of one 
who enters the field of newspaper work. Popular 
with boys. 


9. Law 

Train, Arthur C., Tuft and Mr. Tutt— Scribners 

Stories of legal battles won very often by observing 
the spirit rather than the letter of the law. Rather 
adult but very interesting. 

Shute, Judge, A Country Lawyer—Houghton Mifflin 
In spite of the fact that Judge Shute is known pre¬ 
eminently as a humorist, his book throws a good 
deal of light on the experience of a small town law¬ 
yer. 


103 


10. Life Saving 

O'Conner, William, Heroes of the Storm 

Story of the life saving service. 

Drysdale, William, The Beach Patrol—Wilde 

Story of the life saving service. 

- Drysdale, Wm., The Fast Mail 

The adventures of a newsboy on a fast mail train 

Bolt, Wheeler F., Boy with the U. S. Mail—Lothrop 
Not a very good story but a good description of the 
mail service. Boys will read and like this book. 

11. Medicine 

Mulder, Arnold, The Sand Doctor—Houghton Mifflin 
An able scientist but a poor business man. Dr. 
Quentin considers himself a failure but his genius 
finally brings material success. 

12. Merchant Marine 

Drysdale, W., The Young Supercargo—Wilde 

Story of the merchant marine, telling how a boy 
rose from cabin hoy to purser through honesty and 
faithfulness. 

IS. Ministry 

Connor, Ralph, The Sky Pilot—Revell 

Story of a minister and his work which shows that 
the measure of man’s power to help his brother is 
the measure of the love in his heart and the faith 
he has that at last the good will win. 

Ilf. Missionary 

MacKenzie, Jean Kenyon, Black Sheep—Houghton Mifflin 
Experiences of a missionary in Africa. 

Grenfell, Dr., Tales of Labrador—Houghton Mifflin 
Stories of adventures among the Esquimaux by a 
famous missionary. 

• 15. Music 

Peattie, Mrs., Lotta Bury’s Career 

Story of a girl who went to Chicago to study music. 
Shows the difficulties in the way of one who would 
really succeed as a vocalist. 


104 

I 

16. Nursing 

Rinehart, Mary Roberts, “K"—Doran 

Gray, Joslyn, Kathleen’s Probation 

Describes the work of the trained nurse. 


17 Printing 


Bassett, Sara Ware, 
Publishing 


Paul and the Printing Press—Penn 


18. Scientific Study 

Porter, Gene-Stratton, The Harvester 

Pictures a man who knows wild herbs so well that 
he is able to make a living gathering them. 

Rolt—Wheeler, Francis—Lothrop 

Story of a boy interested in paleontology who goes 
with a scientific expedition to Egypt in search of 
fossils of animals and later finds a rare specimen in 
Wyoming. The illustrations are chiefly from 
photographs. 

19. Teaching 

Gerould, G. II., Youth in Harley—Scribner 

A novel of life in a New England village. The hero 
is the school principal. Interesting and wholesome. 

Martin, Helen Madden, Emmy Lou 

Story of a little girl’s experiences in scjhool and 
how she misunderstood things. Shows how teach¬ 
ers fail to make children understand. 

20 Teaching—Rural 

Quick, Herbert, The Brown Mouse—Bobbs-Merrill 

Describes the building of a rural school by a real 
teacher. 

Quick, Herbert, The Fairview Idea—Bobbs-Merrill 
Describes practical work in a rural school. 

Wray, Angelina W., Jean Mitchell’s School—Public School 
Publishing 

Story of a slender young woman in gray linen who 
possesses to a marked degree the elements of a good 
teacher. For persons thinking of taking up teach¬ 
ing. 



105 


r>. Selected List of Motion Picture Filins Useful in Studying Voca¬ 
tions 

Motion Pictures will be found very helpful in connection with this 
course. 

1. Where films may l)e obtained 

The Bureau of Commercial Economics, Washington, D. C., 

A. Maris Boggs, Dean, has the largest available supply of 
free films. It has two distributing agencies in Pennsyl¬ 
vania; namely, the Commercial Museum, of Philadelphia, 

Dr. Charles B. Toothaker, curator, and the Visual Instruc¬ 
tion Bureau, Extension Division, University of Pittsburgh, 

Pa., R. F. Egner, Head of the Public Service Department. 

The services of the Commercial Museum are free, while with 
a wider variety of films the University of Pittsburgh has 
a service charge of fifty dollars a year. The General Elec¬ 
tric Company, whose main office is at Schenectady, N. Y., 
and whose Philadelphia office is in the Witherspoon Build¬ 
ing, has a number of films which teachers can get directly 
from them. The Ford Motion Picture Laboratories produce 
some industrial films which are distributed with a small 
rental charge by Fitzpatrick and McElroy, 202 S. State St., 
Chicago, Ill. 

The International Harvester Co., Harvester Building, Chi¬ 
cago; the Bell Telephone Co., 15 Dey St., New York, or 1131 
Arch St., Philadelphia; the Barrett Co., 17 Battery Place, 

New York; William Skinner and Sons, 1101 Market St., 
Philadelphia, all have films that are very good, which they 
will lend free of charge. 

Other companies also have films that must be gotten directly from 
the owners. The names and addresses can be secured from lists 
published by the Safety Institute of America, 261 Madison Ave., 
N. Y., or from a list published by Henry v Disston & Sons, Phila¬ 
delphia. Magazines such as The Screen, 114 W. 44th St., N. 1. 
and Visual Education, 327 La Salle St., Chicago, publish lists of 
films available from time to time, together with the firms distributing 

them. 

2. Descriptive list of films 

Note: Care must be taken in selecting films for 
purposes of teaching an occupation. Some films 
while useful for other purposes are not of vafue in 
this course. 

The following list is not intended as a comprehen¬ 
sive one, but rather as suggestive of what is avail¬ 
able. 


106 


The King of the Kails—three reels—General Electric 
Of good cultural value in showing development of 
means of land transportation. Shows occupations 
of forgers, pressers, thread cutters, gaugers, assemb¬ 
lers of locomotives and large motors, reamers, and 
blast operators. Shows work of electrical, mechan¬ 
ical, and civil engineers. 


Panama Lock Control—one reel—General Electric 

Rather technical but gives some idea of the work of 
engineers. 


America’s Answer—five reels—Commercial Museum 
Shows the various army occupations and the 
methods used in training a soldier. A war picture 
designed to spread enthusiasm for military train¬ 


ing. 




Ford Tractor—one reel—Commercial Museum 

Shows the use of the tractor on the farm and the 
occupations involved in plowing, disking, and drill¬ 
ing. Shows the cutting, loading, and baling of hay. 


The Ford Factory—one reel—Commercial Museum 

This film gives only a few of the many occupations 
involved in automobile making, such as forging, 
gauging, pattern-making, spring testing, and mag¬ 
neto manufacture. Some motion picture occupa¬ 
tions are shown, and welfare work noted. 


From Field to Foot—five reels—Commercial Museum 
This film shows practically all the workers engaged 
in knitting hosiery, including the making of paper 
boxes and the printing of labels. It shows the work 
of the office force, workmen participating in manage¬ 
ment, and various examples of welfare work. A 
valuable film. 


/ 


Fascination of Knitting—one reel—Commercial Museum 
Tliis shows the shearing of sheep, the washing, card¬ 
ing, drawing out, winding, and spinning of woolen 
yarn. 

Making Felt Hats—one reel—Commercial Museum 

Shows the fur bearing animals used in making hats: 
skinning, treating, dyeing, brushing, cutting, and 
sorting of fur; making of the hatbody; rolling, block¬ 
ing, curling, shaving, brim curling, and sizing of 
hats; cutting and placing of sweat-bands and rib¬ 
bons; boxing. Many women’s occupations. 


107 


Making of Pig Iron—y 2 reel—Commercial Museum 

Shows the hand ing of ore, the furnaces, pouring, 
moulding, and puddling. 

Making Rubber Tires—one reel—Commercial Museum 

Shows how rubber is obtained from trees, and the 
workers engaged in trucking, mixing, vulcanizing, 
joining, punching, and testing of inner tubes. 

Making the Desert Blossom—two reels—Commercial Mu¬ 
seum 

This is good for the variety of occupations shown. 

It shows the land before irrigation, the construction 
and use of irrigation dams and canals, and the fol¬ 
lowing occupations engaged in after irrigation: 
plowing; planting, and digging potatoes; cutting 
and stacking alfalfa; harvesting and threshing oats 
arid wheat; harvesting and unloading sugar beets; 
picking and boxing cherries and strawberries; rais¬ 
ing sheep, horses, rattle, pigs, and pigeons. 

Revelations—one reel—General Electric 

Shows work of electrical engineers; of skilled work¬ 
ers in the manufacture of delicate electrical appar¬ 
atus, of X-ray operator. Of splendid cultural 
value. 

Speeding the Spoken Word—three reels—Bell Telephone 
Company 

Shows work of pole placers, wire men, trouble and 
repair men, and workers in Trying underground and 
underwater cable. Shows the operation of the 
switch board, the telephone operators, and the con¬ 
ditions under which they work. The value of the 
telephone is shown in a very interesting way. 

Back to the Farm—two reels—General Electric 

Shows various types of farm work, both with and 
without improved machinery. Very good for boys 
interested in farm work and hydraulic engineering. 

Queen of the Waves—two reels—General Electric 

Has splendid cultural value by showing develop¬ 
ment of water transportation through all stages 
from logs to modern ocean liner. Shows occupa¬ 
tions in modern shipbuilding with emphasis upon 
electric drives. 


108 


The Sugar Trail—one reel—General Electric 

Shows occupations in planting, gathering, screen¬ 
ing, storing, washing, cutting, weighing, and shred¬ 
ding of beets. The refining process is shown. 
Most of this work is done by machinery, so few occu¬ 
pations are s&own other than those of unskilled 
labor. 

Butte and Anaconda and Pacific Railroad—one reel—Gen¬ 
eral Electric 

Of good general value in showing copper mines, 
smelters, ore trains, and converter furnaces. Few 
occupations shown. Splendid scenery. 

The Land of Cotton—two reels—General Electric 

Shows the planting, cultivating, harvesting, baling, 
and storing of raw cotton. It continues with the 
work of the inspectors, mill pickers, carders, stub- 
bers, spinners, sizers, weavers, nappers, laborers, 
printers, and dyers. 

Story of a Grain of Wheat—one reel—Commercial Museum 
Shows workers engaged in plowing, harrowing, 
drilling, reaping, and threshing; workers engaged 
in elevating and ,shipping grain 1 , making 1 flour, 
kneading dough, baking, weighing, and wrapping 
bread. 

Making Bread—one reel—Commercial Museum 

Shows the unloading and screening of wheat; the 
rolling, bolting, and packing of flour; the making, 
packing, and shipping of cereals. 

Building Ships—two reels—Commercial Museum 

Shows practically all the occupations in ship build¬ 
ing. i . 

i 

Making of Cut Glass—two reels—Commercial Museum 
Illustrates the history of glass making and shows 
in detail the workers engaged in melting, testing, 
blowing, shaping, annealing, designing, smoothing, 
acid bathing, and cutting of glass. Many occupa¬ 
tions for women are shown, such as polishing, etch¬ 
ing, engraving, and wrapping. 



100 


Visit to a Shoe Factory—one reel—Commercial Museum 

Shows cutting uppers, stitching tops to vamps, last¬ 
ing, stitching on welt, cutting soles, stitching soles 
to uppers, leveling soles, heeling, trimming, ironing, 
inspecting, packing, and shipping. 

Story of Silks and Satins—one reel—Wm. Skinner & Sons 

Cultural value in showing the hatching, growth, and 
care of silk worms and the collection and prepara¬ 
tion of raw silk; workers engaged in twisting, 
doubling, reeling, dyeing, weaving, and inspecting 
of silk are shown. 

Dairy Farm—one reel—Commercial Museum 

Shows workers filling silos; workers engaged in 
milking and cooling milk, sterilizing cans and 
bottles, pasteurizing, testing, and delivering milk. 










/ 


















110 


ECONOMIC CIVICS 




112 


it 


m 


ECONOMIC CIVICS 
Ninth Year 

The study of the economic basis of history is a relatively new 
idea even in college courses, but is of commanding importance since 
all young people must face the fundamental economic problems. 
In the following outlines little reference is made to history, but the 
teacher should till in the appropriate historical background when¬ 
ever it is profitable to do so. 

Pupils should be urged to furnish illustrative material out of their 
own experience or to* strive to get such material at first hand by 
personal inquiry or research. 

There is no place for dogmatism in the study of economic civics. 
Rather the discussion should leave the pupil with an open and in¬ 
quiring mind and an unprejudiced attitude toward all controverted 
questions. 

Suggestions to Teachers. Accordingly, the chief purpose of this 
course is to develop an attitude of mind in the pupils and not, 
primarily, to teach facts. It is suggested that this purpose be made 
prominent from the very beginning by means of a brief survey of 
occupations, so conducted as to draw largely on the pupils them¬ 
selves for the facts. A plan is suggested herewith. (This may well 
be omitted where the class has just completed a half-year of Voca¬ 
tional Civics.) 

Have each pupil write at the head of a sheet of paper the name 
of some occupation which he feels that he would like to follow, either 
as a life work or merely as a preliminary job leading to it. Next 
have him write the following questions under it without attempting, 
at the time, to give any answers:— 

1. Is it an occupation that employs a great many people? 

2. Do you know anyone who is employed in it? 

3. Is it of great importance to society as a whole? 

4. At what age can one enter such an occupation? 

5. How much education must one have before entering upon 
it? 

G. Is it an occupation which demands, for great success, fur¬ 
ther study and training after entering it? 

7. What are the money rewards of the occupation? 

8. How much might one expect to receive when he reaches 
twenty-five years of age? 


8—S 


114 


9. Can one prepare for this occupation in school or college? 

10. Can one prepare for it by means of an apprenticeship iu 
the occupation itself? 

11. Is it easy to get into? 

12. Are there many people fifty years of age who are still at 
work in the occupation? 

13. What effect does it have on one’s health and physical 
strength? 

14. What is the liability to accident? 

15. Why would you like to enter upon this occupation? 

Two or three minutes should be taken to explain each question as 
it is written, but no answers should be given or asked for at the 
first lesson. 

Two or three days should be given between the first and second 
lessons, during which time the pupils should be encouraged to dis¬ 
cuss the matter among themselves and with their elders at home and 
elsewhere. 

The second lesson mav be conducted in a variety of ways and no 
attempt is made here to suggest any particular procedure. Tlie 
lesson, however, should give opportunity for oral discussion of a few 
of the questions raised. It should require the formulation of at 
least two or three answers, by way of illustration. It should give 
opportunity to record the answers and to make some comparisons 
between different occupations. And it should arrive at one or two 
tentative conclusions. 

It should be remembered that this is social science, and that all 
science is developed on the following procedure: observe, record, 
collate, conclude. To this end the pupils must make their own ob¬ 
servations; they should make some record of what they observe, 
however simple; they should classify their answers, (however im¬ 
perfectly; and they should draw some definite conclusions, however 
superficial. As stated before, the object of it all is to develop an 
intelligent attitude toward social phenomena, and this is social 
science. 

Obviously, with an interested and resourceful teacher this lesson 
might be extended to cover several sessions; but it is desirable to 
conclude it as soon as possible after the chief object (lias been at¬ 
tained, namely, the awakening of interest in the study of occupa¬ 
tions. The more formal outline may then be taken up, with the 
assurance that frequent reference will be made to the first study 
until the end of the course. 

The Approach. It is almost certain that various groups or classes 
of any community will live under conditions widely different one from 
the ofiber. It is of great importance that our pupils become vitally 


interested, at this time of their lives, in these conditions, particular¬ 
ly the differing conditions under which people perform their daily 
work. Their attention should be directed first to the superficial and 
obvious differences and then to the underlying causes of these differ¬ 
ences. Almost any community will furnish numerous striking ex¬ 
amples. 

In the rural community or in small villages tHie predominating 
work is done under such conditions that it will come under the ob¬ 
servation of nearly all of the children. It will be clear to them that 
without planting there is no harvest; that without a good harvest 
the community suffers some inconvenience or even hardship; that the 
animals must be cared for intelligently if they are to be of service 
to man; that a water supply must be maintained; that all material 
equipment—houses, barns, farming implements, and machinery— 
must be taken care of if it is to be serviceable for a long time; that 
roads must be kept in repair; that children must help when they 
can; and that all must work faithfully and intelligently if the great¬ 
est good to the community is to be secured. 

In the cities and large towns it is not so easy to know all that is 
being done to build up and to support society, but there are always 
surface indications which may be brought to the attention of the 
pupils. See, for example, the large groups of people hurrying every 
morning toward the “employees’ entrance” of the factory or large 
mercantile establishment, apparently desirous of arriving “on time.” 
Somewhat later in the morning, and in more leisurely fashion, see 
the office workers and business men and women enter the same es¬ 
tablishments but by another entrance. Still others come and go at 
irregular times and frequently in their private cars. 

We may see people at work on buildings that are in process of 
construction or, perhaps, on the street which must be kept clean and 
in repair. Still others may be found on the street cars, railroads, 
or steamboats. At night, if one happens to be awake for a few 
minutes, he may hear the noise of the all-night street cars, or the 
scream of the locomotive whistle. Or, in some places, if his window 
is rightly located, he may see the glare on the sky from some steel 
plant where the work must be continuous during the twenty-four 
hours. The street lights are on and a turn of the switch in the home 
brings instantly the service of the light company, while the tele¬ 
phone may be used at any hour of the day or night. 

All these sights and sounds are common phenomena, whicfh every 
child can observe but about which he has never been led to think 
seriously. They will serve excellently as an approach to the study 
of vocational life and, especially, of the great diversity of conditions 
and rewards attending the daily work of the members of his com¬ 
munity. 


116 


Several pertinent questions will occur to any teacher, the asking 
of which will lead directly to searching inquiry into the fundamentals 
of practical sociology and economics. Among these may be sug¬ 
gested the following: 

How many of all these people chose their occupations deliberately ? 
Are some of these occupations more desirable than others? Why? 
Are some held in higher regard by society? Why? Do some con¬ 
tribute more to individual wealth than to social welfare? Do some 
contribute more to social betterment than to the individual’s safety 
and comfort? How many people \yould like to change to some 
other position more to their liking? Since this is a free country, 
why do they not make these (for them) desirable changes? Why do 
some receive wages, others salaries, while still others receive profits 
from the business? Is it a fairly good thing for society, taken as a 
whole, that people are occupied about as they are? 

ITo none of the above questions can final and dogmatic answers be 
given. They are intended to create, in teachers and pupils alike, 
a curiosity, a desire to know, an intention to try to find the answers 
in some fashion or other. 

The teadher should endeavor to conduct the work in such a way 
as to lead the pupils to make vocational plans rather than to allow 
themselves to drift into such positions as may offer from time to 
time. Show each pupil that he should make his vocational plans as 
definitely and as intelligently as possible if he wishes to do his full 
duty and secure his full rights as a citizen. 

In discussing such plans, bring out the p-oints that due considera¬ 
tion should be given to interests, ambitions, aptitudes, and abilities 
on the one hand and on the other to the opportunities for training, 
the opportunities for securing positions, and the training and finan¬ 
cial backing necessary to carry out such plans successfully. 

I. The Universality of Labor 

A. Economic wants and the rewards of labor 

1. What are the fundamental material wants of mankind? 

2. How have they been satisfied invariably since the begin¬ 
ning of civilization? 

3. Why do some men not work to satisfy their own econ¬ 
omic wants? 

4. In an ideal society why should all share in producing, 
in some fashion, to satisfy the world’s material needs? 

5. Are you preparing to do your part? 

* 

B. Preparing for a job 

1. Why boys and girls should seek to prepare for jobs 
where they can learn and advance, even though the 
initial wage is small 


117 


2. Statistics as to wages in various occupations 

3. Approximate years of preparation necessary for such 
occupations 

4. Opportunities to rise occupationally in the modern world 
and how they are to be found 

5. Vocational schools and vocational courses 

6. Employment agencies, good and bad 

II. Conditions limiting Vocational Choice of Young People 

A. Specialization, the result of large scale production 

1. The economy of large scale production and therefore 
its permanence 

2. Many, perhaps most, young people must begin life by 
working for some large establishments 

3. Why big establishments are driving out little ones 

4. Whether the large establishment offers better possibil¬ 
ities for the future 

5. Combinations and monopolies 

6. Natural monopolies and efficiency 

7. Government control and ownership 

B. Division of labor—specialization—interdependence 

1. Geographical, with regard to production of raw ma¬ 
terials, manufacture, and distribution 

2. Interdependence, as revealed by any interruption of usual 
and orderly procedure 

IPustrate by showing how a flood or other calamity 
isolates a district or how a strike of one group of work¬ 
ers may tie up an entire industry. Discuss the effect 
of accidents on cost of production. Show how safety 
is an economic factor in industry. 

3. The advantages of minute specialization to the con¬ 
sumer; the advantages or the disadvantages to the pro¬ 
ducer 

III. Some Elementary Economic Facts—Agencies of Production 

A. Land ownership and use 

1. Who owns the land? 

2. Under modern conditions is it always possible for the 
individual to own land? Is it always to his advantage 
to do so? 

3. Development of the idea of private ownership 

4. Abuses of private ownership 


118 


5. Advantages to society and to the individual of private 
ownership 

(j. Land transfers, titles, deeds, mortgages 

7. Development of land 

a. In cities: problems of rent, taxes, improvements, 
changing vabies 

b. On farms: evils of mortgages, of tenancy 

8. Public lands and their uses 


B. Labor 

1. Slave labor and free labor—peonage 

2. Employers and employees today 

3. Rewards of labor 

a. Wage or salary 

b. Participation in management 

c. Leisure 

d. Satisfaction 

C. Capital. 

1. What is capital? How distinguished from money? 

2. What is a capitalist? 

3. Capital and labor in one person—the farmer 

4. How a corporation is organized and gets its capital: 
stocks and bonds, reinvestment of profits 

5. Rewards to capital—profits and dividends, rent, interest 

D. How present-day organization was evolved—need for 
management 

1. Hunting eeonomv—the Indian 

2. Agricultural economy—the feudal system; modern 
agriculture 

3. Rise of the town ; trade and craft associations 

4. The domestic system 

5. The factory system: Bring out the increasing pros¬ 
perity of labor pins its increased interdependence, and 
the increased chance of general suffering if all parts of 
society do not function cooperatively. Illustrate by a 
genera 1 strike affecting a necessity like coal. Either 
capital, labor, or the public can precipitate a crisis. 
In either case, who finally pays the bill? 


Ill) 


IV. 


Some Modern Economic Organizations Concerned with the Pro¬ 
duction and Distribution of Commodities 


A. 


(legalizations 


1. 

2 

4. 


o. 


6 . 


Business corporations organized for profit 
Effort of corporations to increase efficiency and enlarge 
output; to regulate the price of the products and the 
rate of wages 

Organizations of labor, designed to raise wages, shorten 
hours, and otherwise maintain favorable working con¬ 
ditions 


Special aims and methods of the trade unionist, syn¬ 
dicalist, 1. W. W., socialist, and anarchist—learn to dis¬ 
criminate 

Labor warfare and its results: the strike; the boycott; 
the lockout ; the black list 

Methods of cooperation between capital and labor; col¬ 
lective bargaining 


B. The modern farm 

1. Extensive farming—the farm, the equipment, the crop 

2. Conditions of labor in extensive farming 

3. Intensive farming—location and crop 

4. Intelligent labor needed; agricultural education profit¬ 
able 

C. The modern factory 

1. Visit tlhie largest available industrial plant in the neigh¬ 
borhood 

2. Observe the organization by departments; sub-divisions 
of work in each department; officials and their duties; 
employment managers; welfare work; shop committees 

3. Dealings with the public and the customer 

D. The railroads 

1. How goods are carried from the place where they are 
produced to the places where they are consumed 

2. The railroad as a “common carrier”. 

3. Development of railroads in the United States 

4. Transportation of workers; interurban railways 

E. The d( partment store 

1. Number of departments and employees 

2. Overhead charges 

3. Buying the goods 


r 


120 


j 


4. Source of the goods sold in a single store; raw ma¬ 
terials; place of manufacture; through how many hands 
passed 

5. Selling the goods; opportunities of salespeople; qualities 
and preparation needed for success 

j 

i F. Banks. 

1. Money a medium of exchange 

2. Currency—how issued 

3. Banks—institutions to facilitate the exchange of money 
and to safeguard and conserve it 

a. Kinds of banks, particularly national savings banks 

b. References to Federal Reserve banks, state banks, 
and trust companies 

4. Ilow banks help in the creation of wealth by extending 

credit, that is, by loaning money for business enter¬ 
prises, including farming 

Note: The following sections, with the exception of section “I”, are either en¬ 
largements upon or refinements of topics previously discussed. The teacher may 
select from these topics according to the amount of time available. 

A. Races in the United States 

1. Where the immigrants come from, why, and how 

2. Where they go upon arrival; efforts to divert immigrant 
stream 

3. Danger of racial groups in cities 

R. Wealth and poverty 

1. Land ownership and wealth 

2. Taxing land values 

3. Right and wrong sources of wealth 

4. Causes of poverty 

5. Relief of poverty 

6. A comfort wage 

7. Responsibilities of wealth 

C. Spending our money 

1. The idea of the budget 

2. The individual’s budget 

3. Method of making a family budget 

4. Notion of items that should enter and of proportion in ex¬ 
penditure 

5. Need for government budgets—local, state, national 


121 


D. Saving our money 

1. How banks help the individual 

a. Provide a safe and convenient method of taking care of 
his money and settling his accounts 

b. Provide a safe place to deposit his savings where he 
can receive interest on them. What is interest? What 
interest is paid by a bank on savings? 

c. Give reliable information as to other ways in wfhich the 
individual may invest his surplus money, for example, 
in stocks, bonds, and other securities. 

d. Essential characteristics of stocks and bonds 

2, Compare rates of interest paid by savings banks, liberty 
bonds, other bonds, stocks; why those differences? 

E. Credit 

1. Much of the world’s business is done on credit. What is 
credit? 

2. Importance of credit in the production, transportation, and 
distribution of the world’s goods 

3. How credit is established—by the fulfillment of all contracts 
whatsoever, promptly, implicitly, and in good faith. 

E. Contracts 

1. Definition of a contract 

2. Importance in business, government, and ordinary life 

3. Contracts into which men commonly enter: partnership, con¬ 
tracts to buy and sell goods, wage contracts 

4. Sacredness of the contract; show loss of sympathy for any 
organization which breaks contracts 

G. Prices 

1. Importance of prices 

2. How prices are determined 

3. Periods when prices have risen 

4. Suggested causes for high cost of living: inflation of money 
and credit, inadequate production, extravagance, faulty dis¬ 
tribution, monopoly, manipulation of market 

H. Taxes and their purpose 

1. Why we pay taxes 

2. Effect on business of federal import customs • of a protective 
tariff 

3. Personal and corporation income tax 


122 


]. The economic rights and duties of a citizen 

1. By way of review discuss the rights of every citizen with 
regard to several of the more important topics of the course, 
for example 

a. The right to enjoy the rewards of his labor 

b. The right to acquire and protect his- private property, 
either real or personal 

c. The right to share in the economy effected by large scale 
production and division of labor 

d. IThe right to participate in tihe fixing of the conditions 

under which he works and the compensation which he 
receives 

e. The right of free choice as to what occupation he will 
follow 

f. The right to secure an education for himself and his 

children 


o 


Discuss the duties of all citizens with regard to other topics, 
for example 


a. The duty to become a self supporting economic unit, a 
contributor to social welfare, not merely a debtor 

b. The duty to try to understand modern economic con¬ 
ditions involving large scale production, division of 
labor, evolution of industry, racial problems, wealth, 
poverty 

c. The duty to try to understand and to maintain an open 
mind toward the fundamentally important problems of 
capital and labor 

d. The duty to be thrifty, to save and invest, so as to pro¬ 
vide against economic emergency and old age 

e. The duty to understand the principles of taxation and 
to play one’s full part in providing financial support for 
the community, be it local, state, or national 


123 


BIBLIOGRAPHY FOR ECONOMIC CIVICS 

A. Occupations 

✓ 

Alden —Women’s Ways of Earning a Living 

Allen —Pamphlets on Occupations 

Foltz —Federal Civil Science as a Career 

Gilbert —Ambitious Women in Business 

Giles —Vocational Civics 

Go win tC- Wheatley —Occupations 

Iloerle d- Salisbury —The Girl and the Job 

McKinney & Simons —Success through Vocational Gu'dan e 

Martin —Vocations for the Trained Woman 

Newell —Engineering as a Career 

Parsons —Choosing a Vocation 

Perkins —Vocations for the Trained Woman 

Reed —Junior Wage Earners 

Reid —Careers for Coming Men 

Schwab —Succeeding with What You Have 

Tapper —The Music Supervisor 

U. S. Department of Labor —Occupational Bulletins 
Weaver —Profitable Vocations for Girls 
Weaver & Byler —Profitable Vocations for Boys 

B. History 

Bogart —Economic History of the United States 
Callender —Economic History of the Lhiited States 
Coman —Industrial History of the United States 
Day —History of Commerce 
Herrick —History of Commerce and Industry 
Ogg —Economic Development of Modern Europe 
Any of the more recent textbooks in European and American history will be 
found helpful for further reference. 

C. Civics 

Ashley —The New Civics 
Bryce —American Commonwealth 
Hughes —Economic Civics 
Magrudcr —American Government 

Reed —Form and Functions of American Government 

Woodburn & Moran —The Citizen and the Republic • 

D. Economics 

Adams —Description of Industry 
Bexell d Nichols —First Lessons in Business 
Brigham —Commercial Geography 
Carleton —Elementary Economics 
Carpenter —How the World is Clothed 
Carpenter —How the World is Fed 
Carpenter —How the World is Housed 


124 


Hamilton —Current Economic Problems 

Keller tC- Bishop —Commercial and Industrial Geography 

Leavitt <C- Brown —Elementary Social Science 

Lessons on Community and National Life (U. S. Bureau of Education) 
Marshall & Lyon —Our Economic Organization 
Schoch & dross —Elements of Business 
Thrift Leaflets (U. S. Bureau of Education) 

E. Sociology 

Burch & Patterson —American Social Problems 

Towne —Social Problems 

Tufts —The Ileal Business of Living 

F. Miscellaneous 

Current Newspapers and Magazines 
Federal and State Reports 

Catalogs of colleges, universities, and professional schools 


s 


EUROPEAN HISTORY 


,/ 


125 




126 


EUROPEAN HISTORY 
Tenth Year 


A ims. 


Proper recognition 


has not been accorded European history 


in secondary education, chiefly because of a failure properly to eval¬ 
uate the principles and aims of history teaching. Four of these ends 
are especially significant for a high school course in European history. 


7. To understand the present. The course in history must be 
sufficiently inclusive and be so taught that the student becomes 
distinctly aware that our institutions and ideals have been handed 
down to us and that certain major forces were dominant in making 
the present. For the high school pupil there is little use in under¬ 
standing the past except to explain the present. 

Two widely accepted and closely related concepts are very useful 
in assisting the student to understand the world of today. One of 
them is the concept of development. Things do not merely “happen”. 
Things come to be and are becoming. The other of them is the 
concept of the continuity of history. Human beings tend to do this 
year as they did last. Yesterday's thought and action explain the 
civilization of today. The student begins to understand the present 
when he perceives not that we have “arrived”, but that we are still 
“on our way”. He should begin to see, too, that peoples and nations 
are interdependent, chronologically and synchronously. It is only 
partly true to speak of Oriental history, or of ancient history, or of 
the history of America, or of Germany. Moreover, imperialism did 
not begin or end with Rome; autocracy did not begin, nor (shall we 
say?) end with Germany; Grecian history is not complete without 
Egypt, Crete, and Persia; the Church is more than the Vatican; 
Sarajevo does not explain the World War. 

Furthermore, in order to understand the present it is vital that 
the pupil come to appreciate the great part played by science, 
literature, political philosophy, the yearnings for democracy, agricul¬ 
ture, humanitarianism, invention, and industry in the evolution of 
modern society. The cultivation of such an aim will subordinate 
needless political detail. 


2. To develop powers of discrimination and independent judgment. 
What is good and what is bad in the present radical movement 
throughout the world ? Isa league of nations bound to come? What 
is the solution of the Far Eastern situation? Is democracy justify¬ 
ing itself? 

A clear recognition of these two fundamental ends or aims in 
secondary school history, set forth above, makes patent the weakness 


128 


of those history courses in high schools which limit the field to 
Europe since 1750. We are all too prone to deprecate that which 
is not ultra-modern. We are all too forgetful that the institutions 
which are the bulwark of modern society have their origins in the 
centuries, yes, the milleniums, of the past. The family, morality, 
religion, the state, law, commerce, the domestication of animals and 
plants (how litt’e has man added in 2000 years!), astronomy, math¬ 
ematics, art, and literature—these are the heritage of the ages. But 
how can we develop in tbe minds of our youth respect and admiration 
for this heritage, and for man’s tremendous struggle in its acquisition, 
if we tell them that all the history they need to know has happened 
since 1750? It is beside the point to say that the pupil will have 
studied the earlier' history in the lower grades in a preliminary 
survey of our ancestors in Europe, and, moreover, that much of this 
can be learned in the English course. Such suggestions are un¬ 
convincing. Like the teacher, the adolescent pupil can come to 
appreciate man’s struggle and man’s heritage only by direct study, 
and not by reminders or as a by-product of English literature. 

Moreover, many events and movements which seem so momentous 
because they are so near to us shrivel perceptibly when compared 
with epoch-making achievements of early man. Professor Finney 
has well pointed out that if we teach only the period since 1750 
we are apt to stress too much the economic and political phases 
of history. Not only industry, transportation, agriculture, invention, • 
but also religion, order, the family, the drama, music, scientific dis¬ 
covery, art, and philosophy were hoary with age when the Industrial 
Revolution dawned, and today they are living institutions that can 
not be ignored. 

3. To cultivate a passion for orderly advancement. As a corol¬ 
lary of the first aim should come the desire to help build the new 
out of the old, with sturdy stride but not too fast. The prophetic 
phrase of Felix Adler becomes a natural watchword: If we do not 
have more rapid evolution we shall have rabid revolution. 

It is the unique function of history to help us understand the 
present. In addition the content of historv is remarkablv fit for 
developing judgment and a passion for orderly advance. 

4- To prepare the mass of folk for the proper use of leisure. 
History should develop a larger appreciation of the art, music, and 
literature that past and present civilizations offer, in other words, 
should promote cultural democracy. 

Methods. 1. Make a large use of the project method. Ample 
bibliographies suggest books and magazine articles that deal with 
this subject. 


129 


2. Give much opp /trinity to the pupils for free discussion, and 
less time to the mere rehearsing of textbook paragraphs; but make 
use of sufficient text detail to impress generalizations, great move¬ 


ments, institutions, etc. 

3. Encourage students to do more outside reading, whether it 
he history, historical novels, or historical essays, so that flesh and 
apparel may be added to the skeleton of classroom work. 

4 Give considerable time to physiography, to maps, and to good 
pic ( os. The visualization of history makes for increased interest, 
d '.u:ice know edge, and retention of facts. 

o. Help the pupil to discover continually the relationship between 
the past and the present. 


EUROPEAN HISTORY 

L Introduction 

What history deals with—uses and values of history. How a text 
book is written—sources (primary and secondary). 

How to use a textbook: table of contents, index, pictures, maps; 
how to locate places and to judge distance. Geographic influences: 
mountains, climate, Waterways, etc. (Consult Johnson and Tryon— 
see bibliography; also maps published by Denoyer-Geppert, Rand- 
McNally, and A. G. Nystrom). 

II. Primitive or Early Man 

Show what living would be like if we had no houses, or tools or 
material with which to construct them, if we had no clothing and 
did not know how to weave or sew; if we had no agricultural im¬ 
plements, domesticated animals, nor arms* with which to kill wild 
anima's. 

Point out the long, long time it must have taken man to reach the 
state of civilization when he could first use some form of writing. 

Show how primitive man learned gradually to speak, to kindle 
a fire, to use stone weapons, to use bone and corn, to carve, to 
grind, and then finally to make pottery, to weave, to domesticate 
animals, to use copper, to make bronze, and to write. 

Point out that about 4000 P>. C. the peoples about the Mediterranean 
had reached an advanced stage of barbarism—industries, govern¬ 
ment, religion, etc. Emphasize at length and in detail our many 
inheritances from primitive or early man. 

III. The Orient 

Study the map of the Orient, showing relative positions of the 
ancient empires, means of communication by land and water, fertile 
and arid regions—Nile and Tigris-Euphrates valleys, sole great breaks 
in barrier of mountains and desert from Atlantic to Pacific. 

9—S 


t 


130 


In studying the oriental peoples the emphasis should be placed 
on comparing and contrasting their various institutions, rather than 
on a detailed study of the separate nations. Note points of similar¬ 
ity or dissimilarity in the classes of people, forms of government, 
occupations, literature, art, religion, etc. Show what were the out¬ 
standing contributions of each nation, and that the Oriental as a 
wlnVe contributed practical arts, inventions, the alphabet, the calen¬ 
dar, the beginnings of science, monotheism, government, and business 
terms; but that there was virtually no freedom of thought or parti- 
cipation in government. 

Do not leave this period until the pupils, by means of pictures, 
collateral reading, etc., have a clear idea of how the oriental peoples 
dressed, worked, spent their leisure time, worshipped, fought, and 


traded. 


IV. The Greeks 

A. Aegean Civilization. From Egypt to Crete, from Crete 
to Greece—make this the main transition from Oriental to Hellenic 
civilization. 

With the map show the physical relation of the Aegean Islands 
to the Orient—by ship to Egypt, or across Asia Minor to the Eu¬ 
phrates. 

The people of the Aegean develop the arts acquired from the 
Egyptians. Stress their use of bronze, their work in pottery, their 
dress, their utensils, their work in gold. 

Intensified commercial activity, of Cretans chiefly. Extent of 
Aegean (why formerly called Mveenean?) culture. Height of Aegean 
civilization about 1500 B. C. Show pictures of their architecture, 
pottery, utensils, and undemphered writing, if possible. 

R. Homeric Greece. Our dependence upon the Homeric 
poems and upon recent explorations for our knowledge of this period. 

Show how city-states graduaVy came into being, after the invaders 
became settlers. Explain the Greek city-state; distinguish it from 
the modern “nation-state”. 

It is important to know the simple machinery of government: the 
king, in his threefold power as military leader, judge, and religious 
functionary; the council, limiting the arbitrary powers of the king; 
an assembly, composed of those able to bear arms. 

Present interestingly the everyday life of the 'people, showing 
further effect of the change from nomadic 1o settled life, their occupa¬ 
tions, the absence of extreme poverty and of great wealth, their 
methods of warfare, their ancestral worship and their national poly¬ 
theism. If time allows, call to mind a few of the legends and hero-* 
tales of this romantic period. 


G. From Monarchy to Democracy. Emphasize strongly the fact 
that the Greek city-states never united to form a single nation, 
and discuss some of the reasons for this fact—tradition, dialect, 
jealousy, topography. 

Point out some of the institutions that tended to unite the Greeks— 
religion, language, Homer, oracles, games. The oracles and games 
want special attention as being peculiarly Greek. 

Show with the aid of maps how widely over the Mediterranean 
world Greek institutions spread because of colonizing activities 
about the 7th Century B. C. 

Point out that active trade developed and indicate deep influence 
of expanding commerce upon industry and ship-building. Note some 
of the chief commodities in that trade. 

Stress the development of coinage and the growth of capital; how 
growing commerce hastened impoverishment of peasants and en¬ 
riched Eupatrids. 

Nobility gradually assume political control and cause decline 
of the power of the kings and of the assembly. 

Note how general discontent and dissensions among the nobles 
contributed to the overthrow of existing governments and the es¬ 
tablishment of one-man-rule tyrannies. 

Make c’ear the status of Greek tyrants, and use Pisistratus and 
Periander as examples. 

Show how the people suffered at the hands of irresponsible tyrants 
and nobles, and how champions of the people in the 7th and 6th 
centuries obtained for them written laws and economic and political 
reforms that paved the way for democratic control; the important 
part played by Solon and Cleisthenes in Athens; the interesting 
democratic device of ostracism. 

Touch upon the development of literature, architecture, philosophy, 
and science during this T’ er *°6. It is well to note that in Sparta 
democratic institutions did not develop and that emphasis was placed 
upon military life. 


/). Tlic Repulse of Persia. Becall the vast empire and great re¬ 
sources of Persia under Cyrus and Darius. Show how easy it was 
for Darius to bring the Asiatic Greeks under his control and how 
difficult it was for the unorganized Greeks, unable to overcome 
jealousy of one another and their internal dissensions, to present a 
united front against the enemy. 

Stress only the dramatic incidents connected with the three inva¬ 
sions. with constant use of the maps. Make vivid the services of 
Miltiades, Themistocles, and Leonidas. 

Emphasize the importance of the repulse of Persia in thwarting 
the danger of Persian domination in Europe and in making possible 
the development of Grecian institutions, art, and philosophy. 


132 


E. Imperial Athens. Dwell briefly upon the material recon¬ 
struction of Athens, the energy of Themistocles, and the jealousy of 
Sparta. 

The Delian Confederacy: Discuss the military and commercial 
motives that prompted its organization; show how it finally grew 
into the empire. Note the unsuccessful attempt under Pericles to 
create a land empire. The Thirty Years’ Truce. Important part 
played by Athenian commercial interests in encouraging an imperial 
policy. 

Great emphasis must be placed upon the life of the Athenian people 
when Athens was at the zenith of her power under Peric’es, about 
460 B. C. Population of Attica about 200,000 Dwell on the nature 
of citizenship in Athens; its limitations to those of pure Athenian 
birth; its obligations, political and military. Other elements in the 
population—slaves. 

Show how necessary it was to have a well-rounded education in 

«/ 

order to meet the requirements of. citizenship in a pure democracy; 
knowledge of public questions and ability to speak in public and to 
preside. Compare with the requirements necessary for citizenship 
in America today. 

See that the students have a clear understanding of the organiza¬ 
tion of the government : the generals, the council, the juries, the 
assembly, choice of officers by lot, “leaders of the people”. 

Make large use of pictures and illustrations in presenting the art 
and architecture of Greece. See that the students are thoroughly 
familiar with the acropolis, the theater, outstanding temples, and 
representative statuary. Show how widely these have been copied in 
American art and architecture. 

Compare and contrast the modern theater with the Greek theater: 
the building, terms of admission, purpose in giving the play, number 
of actors, the chorus, the theme. Be sure that the students are 
familiar with the great Greek dramatists and their most important 
plays. Point out how slight has been the creation of poetic forms 
since the time of the classic Greeks. 


Stress the great influence of the leading schools of Grecian thought. 
Acquaint the students with Herodotus and the history that he wrote. 

Explain how it came about that oratory began to play such an 
important part in Greek political life. 

Do nut neglect to study the social life of the times, comparing it 
wherever possible with that of our own day What were the indus¬ 
tries of the people? What was the position of women? Describe 
an Athenian house. What was the Athenian’s religion : Row did it 
affect bis dailv life? What were his ideas as to morality? i:«o\ did 
the Athenian dress? What was the family organization? What 
amusements and recreations were there? 


Point out increasing difficulties that confronted the common man, 
particularly on the farm, in trying to make a comfortable living. 

Study the life and work of Pericles as typifying the best in Athen¬ 
ian life and character. 

You have reached the culmination of Athenian greatness. Do 
not hurry over this period. Use pictures, the lantern, excerpts from 
the great writers, visit museums if possible. Remember the period 
of Athenian greatness, about the middle of the 5th century. 

F. The Breakdown of the Athenian Empire. What elements of 
weakness were there within the empire? What dangers without? 

The events of the Peloponnesian War need not be studied in detail. 
The several stages of the struggle may be pointed out and the points 
of strength and weakness on each side. The Syracusan expedition 
may be used to study many of those elements of weakness that had 
become characteristic of Athens and her people. Note the effects 
of the war on Athens, Sparta, and Persia. 

Show, however, that it was during the century after about 450 B. C. 
that Thucydides was setting a standard for the writing of scientific 
history, that Plato was visioning his ideal state; but that the Greeks 
were !osing their last opportunity to form a political union. Omit 
entirely the political history involved in the struggle between the 
Greek states during the first half of the 4th Century, P>. C. 

G. Alexander the Great. Locate Macedonia—its proximity to 
older civilized counties. Contrast Macedonian culture with that of 
their kinsmen to the south. 

Constructive work of Philip IT in unifying Macedonia, in organiz¬ 
ing a permanent army with cavalry and “artillery”, in making him¬ 
self master of Greece. 

Why were the pleadings of Demosthenes so ineffective? 

It is worth while to picture Alexander thoroughly: his appear¬ 
ance, his inheritance, his education, his courage, his ambition, his 
sparing the house of Pindar in Thebes. 

Treat dramatically his military achievements. Use map constantly. 
Alexander's plans for merging the East and the West into one great 
empire; take plenty of time to make clear the importance of the be¬ 
ginnings of Hellenization in the East by Alexander. 

Merely point out on the map the chief divisions into which the 
empire broke up after Alexander’s death. 

Emphasize the influence of Oriental culture on Greek philosophy, 
religion, and science. 

This is the age of Aristoffe, Archimedes, and the Ptolemies. 

Revisit the public buildings of Athens, attend the theater, visit 
the schools, listen to the Stoics and the Epicureans. What changes 
do you find? What things-Greek would you find in such cities as 
Alexandria, Rhodes, and Antioch? 



134 


Do not go on to Roman history until you feel sure that the students 
know the influence and contributions of Greek civilization from the 
Indus to the Tiber. What progress had been made since the dawn 
of history in religion, philosophy, art, industry, science, etc? 


V. Rome 


A. Early Rome. Spend some time in studying the geography 
of the Mediterranean Sea and the chief physical features of the 
Italian peninsula. What were the geographical advantages of Rome’s 
location? See that the students are fami iar with the mountains, 
rivers, etc., with which you know they will have to be familiar. 

See that the students know the ethnic groups in Italy about 500 
B. O.—the extent and degree of Etruscan and Greek culture. 

Some of the early Roman legends may be told, if time allows. 

The Republic was established about 500 B. C. It is important to 
know some things about the life of the people of Rome at this time: 
their family organization, their homes, their religion (deities, augurs, 
pub ic and private worship), their simple form of government, their 
military organization; widely ramifying Greek influence in the Rome 
of 500 B. C. 

Point out the disabilities of the common people (plebeians) and 
show briefly that they finally wow many of the privileges of the 
nobility (patricians). The details of this struggle are unimportant, 
but the acquiring of written laws should be mentioned, and the 
duties of tribune and consul understood. 

Stress the fact that Italy lacked unity and that Rome’s first mili¬ 
tary exploits resulted in bringing the Italian peoples under her con¬ 
trol—the Etruscans, the Latins, the Samnites, the Greeks. No details 
are necessary, but the story of Pyrrhus may be told for dramatic 
effect. By the middle of the third century B. O. Rome controlled 
Italy south of the Po. 

Show the students the wisdom displayed by Rome in granting 
local self-government to her Ita’ian subjects, and in granting Roman 
citizenship outside the city; the advantages to Italy flowing from the 
establishment of peace throughout the peninsula. Do not neglect to 
point out the failure of Rome to establish representative govern¬ 
ment in Italy. 

Before taking up Rome’s conquests beyond Italy, Roman govern¬ 
ment and society at its best (250 B. C.) should be understood. 
Students should know the duties of dictator, consul, censor, praetor, 
and aedile (curule offices); the growing power of the Senate; and 
the development of a new aristocracy. Picture the country people 
as plain farmers. What did they raise? Guilds were growing up 
in towns, commerce was expanding. What sort of money was used? 
How did the people dress? 


185 


li. Roman Conquests to 133 B. C. Point out the fact that Egypt, 
Syria, Macedonia, Carthage, and Rome were the five leading states 


of the Mediterranean and that the Roman power was eventually to 
absorb them all. Use map. 


1. The struggle with Carthage . Contrast Rome and Carthage in 
respect to race, government, religion, leading occupation, extent of 
territorial power, army, and ideals. Remember that our sources of 
information concerning Carthage are Roman. Why? 

While the details of this struggle are re atively unimportant, it 
is a period of great dramatic interest and this element should be well 
brought out; the marvelous development of Rome’s naval power; 
the remarkable family of Hamilcar Barca; the energy and fortitude 
of Rome; why her allies remained loyal; outstanding Roman gener¬ 
als; the e'der Cato; the despair and tragedy of Carthage in 146 B. C. 

Be sure to have the students see the increasing growth of Rome's 
territory. Use the map and have students locate each place referred 
to. 

Note that the Punic Wars were over by 146 B. C., having lasted a 
little over a centurv. 

2. Completion of Mediterranean conquests in the Bast. 


The battles and dates of Rome’s extension around the Mediterran¬ 
ean have little importance though it is well to note the date of the 
fall of Corinth, 146 B. C., as ending for the time being Rome’s ad¬ 
vance eastward; but the effects of the conquest on Rome were so 
important that the period must not be neglected. Note that Mace¬ 
donia, Asia Minor, Syria, Greece, and Egypt were now vassals of 
Rome, though Egypt and Syria had not been annexed to the Roman 
state. 

Stress well the fact that this eastward expansion was due to 
circumstances both military and commereia 1 , rather than to any 
well-defined desire for father conquest. 

3. Conquest of Spain. Merely point out that the stubborn struggle 
in western Spain finally resulted in the capture of Spain,’133 B. C. 


4. Results of more than a century of warfare. Stress the political 
effects of the conquests: the increased power of the Senate and its 
gradual loss of popular support; the development of the system of 
provinces; the mismanagement of the provinces. 

Show what tremendous economic results there were: devastated 
Italy, decline of agriculture, development of large estates, growth of 
‘‘trusts”, increased use of slaves, development of new markets, great 
increase of wealth, striking individualism that was willing even to 
overthrow the government. 


i36 


\ 


Emphasize the results upon the social life of the people: the intro¬ 
duction of the cu’ture of the Hellenic world and its vices; new cus¬ 
toms; new ideas of religion and philosophy; loss of Italy’s best 
men; special privileges of the rich; social evils attendant upon 
luxury; sad plight of the Italian peasants; growth of the city “mob.” 

How Greece suffered at the hands of the despoiling Romans— 
fairly typical of the treatment of the provinces. 

C. A Century of Civil Disorder. Emphasize the fact that Italy’s 
most pressing problem was to restore farm life. Make graphic the 
futile efforts of Tiberius and Gains Gracchus to curb the power of 
the Senate (the wealthy land owners), to break up the large estates 
into small farms, to enlarge the citizenship, and to encourage coloni¬ 
zation. Show that this was the last attempt to break up the power 
of the senatorial oligarchy by legislative reform. A century of civil 
war follows the unsuccessful attempts of the Gracchi: Sketch the 
struggle between aristocratic and democratic parties, how strong 
leaders dominate the republic by force—Marius and Sulla, Caesar and 
Pompey, Octavian and Antony. This century was demonstrating 
that the republic was doomed. 

Dwell at some length on Caesar’s constructive work: government 
reorganization, land distribution, provincial reorganization, calendar. 

Note how Octavian became emperor—What was his position in the 
government and what were his powers. 

D. The Empire to 180 A. D. Be sure that the students under¬ 
stand the form of government maintained by Augustus; see that 
they know the territorial extent of the empire under Augustus; dwell 
on his moderation and on the establishment of order and peace in 
Italy and in the provinces. 

The birth of Jesus should be mentioned to understand succeeding 
events connected with the Christians. 

Little attention need be paid to the individual rulers, though* 
several of them are dramatically interesting, e. g., Nero, Titus, Tra¬ 
jan. 

Point out that the empire reached its largest size in 117 A. D.,. 
and see that the students are familiar with the map. This is the- 
period of Rome’s greatest glory and must not be hurried over. 

Make note of the approximate population and stress its motley 
ethnic elements. Show how these were organized and bound to Rome. 
Discuss the provincial system as established by Augustus. Indicate * 
the lack of local autonomy and representative government. 

Take plenty of time to study the life of the people in the cities^ 
and in the country: their houses, their occupations, their means of 
communication, their amusements, their education, the remarkable- 
growth of world commerce. 


j 


137 


Study their architecture, their literaure, their art. Stress the 
influence of Greece and the Orient in the civilization of the early 
emlpire. 

Show how the Romans adopted many oriental religious cults, but 
that gradually Chr'stianity gained precedence over them all. 

E. The Later Empire. At this point make a study of those ele¬ 
ments which, as we look back, are signs of the decay of the empire. 
Make clear the agricultural situation: the growth of large estates, 
the disappearance of small farms, the dependent workers (coloni); 
the country population decreasing, and the city mob growing. Dis¬ 
cuss infanticide, gladiatorial orgies, the evils of slavery; Rome de¬ 
pendent upon the provinces for supplies; the disappearance of monev; 
the burdens of taxation. However, Christianity was making itself 
felt, the position of women was improving, slaves were treated bet¬ 
ter. Quote from Epictetus and Marcus Aurelius. Politically this 
period was a continuous struggle for succession to the throne. Point 
out that the people finally took no part in government, and that 
under Diocletian republican forms were abolished, with loss of poli¬ 
tical responsibility and of initiative in making a living. 

Show how the empire was reorganized under Diocletian and Con¬ 
stantine, and study the various problems that confronted these rulers. 
The removal of the capital: reasons and significance. Take time to 
study the growth of Christianity and its final triumph as the state 
religion. Privileges granted Church and clergy by the Roman gov¬ 
ernment. Before going further, by use of pictures, lantern slides, 
maps, literary extracts, etc., have the students see the empire as a 
whole—its territory, its roads, its buildings (public and private), 
its monuments, its army, its leaders, its art, its literature. 

VI. A Period of Transition 

A. The Teutonic Peoples. Who they were, and how they lived; 
where they settled within the empire; earlier contacts with the 
Romans. Indicate the threatened danger from the Huns. Show 
how the western empire came to an end, and point out the con¬ 
structive work of Justinian in the East ; his codification of the law, 
his destruction of the Vandal and Ostrogothic power, the building 
of St. Sophia. 

Show how Britain came to be conquered by the Teuton. 

Emphasize at some length the effects of the fusion of the Teuton 
and the Roman: What of Roman was preserved, what of Teuton 
was incorporated in the new civilization; the Roman languages, the 
Teutonic laAvs, medieval trials, the eclipse of classic culture. The 
invasions hastened the decline in agriculture, learning, urban life, 
means of communicatiion, etc. Draw attention to the fact that now 


138 


we leave the Mediterranean, cross the Alps, and study the advance 
of civilization among the peoples of northern Europe, who hitherto 
have been savage. 


B. The Church. Review its origins; its persecutions; point out the 
influence of Constantine, Theodosius, Clovis; emphasize the monastic 
movement, showing reasons for its growth and indicate its character 
and activities; account for the growing power of tlie bishop of Rome 
and show the power, influence, and character of Leo the Great and 
Gregory the Great. The conversion of Britain is of interest. Point 
out the relations between the Church and the kingdom of the Franks. 


C. The Mohammedans. See that the students know something of 
Arab life and civilization; have them understand where and how 
Mohammedanism! began ; what were the outstanding features of this 
new religion; visualize t)he marvelous conquest made, account for it, 
have them appreciate the importance of Tours. I)o not neglect a 
study of Mohammedan civilization, once their conquests had been 
rounded out. 


D. The Empire of Charlemagne. Show the importance both to 
the Frankish kings and to the Papacy of the anointing of Pippin by 
the Pope—foundation for later development of divine right theory 
in Europe. 

Take plenty of time to study the activities and interests of 
Charlemagne. By references to the map note the extensions of his 
temporal power. Make vivid the events connected with the establish 
ment of the empire in 800 A. 1). How did it contrast in area with the 
Frankish Kingdom? In passing, contrast the Eastern Empire with 
that of Charlemagne. Discuss Charlemagne’s interest in law, archi¬ 
tecture, religion, and education. Touch upon the provisions of the 
treaties of Verdun and of Mersen as steps toward the beginnings of 
France, Italy, and Germany. 


VII. The Middle Ages 


Stress the obstacles to good government in western Europe about 
the 9th, 10th, and 11th centuries: ignorance, lack of means of com¬ 
munication, of money, of any force to maintain order; quarrelsome 
nobility; invasions of Mohammedans, Slavs, Mongols, and Northmen. 


A. Feudalism. Show how. the manorial system and feudalism 
largely grew out of the anarchy and chaos of the age. Stress especial¬ 
ly the life of the peasant and of the noble. What were the privileges 
and obligations of serf ; and vassal? Vividly portray medieval war¬ 
fare. Truce of God; chivalry. The castles; the manor. Point out 
the factors that tended to disrupt the feudal regime: increase of 
money, growth of trade, growing power of the kings, use of gun¬ 
powder, the Black Death, the increasing importance of the cities. 



139 


I>. The Feudal Church. Show the organization of the Church 
from Pope to parish priest. Stress the universality of the Church, 
ami its importance in the civil and religious life of the people. 
Penance, excommunication, interdict, “benefit of clergy”. 


C. Feudal England. Briefly review, the outstanding facts of 
English history before 1006. Under what circumstances did William 
the Conqueror make himself master of England? Note the effect 
of the conquest on the language, architecture, and industrial and 
political life of England. Stress the centralization of the govern¬ 
ment under the Norman and early Plantagenet kings—scattered 
fiefs, Salisbury Oath, circuit courts of the king. 

The power of the king limited by Magna Charta (1215) and the 
growing Parliament ; gradual increase of powers of Parliament. 


D. France. Indicate the difficult position of Hugh Capet (987)— 
great fiefs, different languages, varied laws. Show how the Capetian 
kings gradually increased their power, their machinery of govern¬ 
ment, and their territory until absolutism prevailed. Contrast the 
Estates General with the English Parliament. Show how the Hun¬ 
dred Years’ War increased the territory of France and gave the king 
the right of taxation and of what became a standing army. 


E. The Holy Raman Empire. About a century after the dis¬ 
solution of Charlemagne’s empire the empire was restored by Otto 1, 
under the title of “the Holy Roman Empire of the German People”. 
With maps contrast it with the empires of Augustus and Charle¬ 
magne. Make clear why the Emperor was unable to set up a strong 
government for his Empire, and why the Empire postponed unification 
in Germany and Italy. 


F. Conflicts between Church and tit ate. Show how many of the 
functions of the Churdli (educational, judicial, economic, and politi¬ 
cal; encroached upon the growing authority of the kings. Point 
out the chief sources of weakness in the Church: simony, marriage 
of the clergy, interest in material wealth, investiture, corruption. 
Illustrate the conflict by the quarrel of Henry II and Hildebrand, 
King John’s submission to Innocent 111, Boniface VIII and Philip 
the Fair, and Edward 1. 

G. The Crusades. Study first crusade in some detail, to show 
how crusades were conducted; avoid detailed study of the other 
crusades. Note the motives of the crusaders and their military 
failures. Be sure to stress the effect upon Europe of two centuries 
of contact with the more cultured East. 


140 


yril. Life and Culture in the Middle Ages; the Renaissance 

A. The Rise of Towns. Study this topic carefully, use all the 
pictures available, read illustrative material. Remember that towns 
did not exist in northern Europe, and largely disappeared in south¬ 
ern Europe after the breakdown of Roman civilization. Show how 
towns begin to regain their importance after the 11th century; how 
they got their charters. 

Describe the organization, function, and value of the merchant 
and craft guilds; contrast with modern labor unions. Trace some 
of the trade routes that developed. Learn about the Hanseatic 
League. Compare medieval markets and fairs with those of our 
own day. 

Note the obstacles to business: bad roads, tolls, piracy, “usury”, 
lack of money, guild restrictions. Describe the buildings and show 
pictures of Gothic architecture. 

Stress the life of the people: wretched homes; narrow, lilthy streets; 
poor food; crowded and other insanitary conditions; monotony of 
life. ■ 

B. The Church at Its Height. Its organization, its wealth 
(sources), variety of activities—religious, charitable, educational, 
political, economic; heresy; the Inquisition. Account for the estab¬ 
lishment of the Mendicant Orders, and for their work and influence. 
Show how the power of the church declined after the struggle be¬ 
tween Boniface VIII and Philip the Fair. The Babylonian captivity. 

C. Medieval Culture. Discover how little learning there really 
was in the early Middle Ages. Use of Latin. Study of philosophy 
and law. Education in control of clergy. Illustrate learning about 
12th century from records of medieval miracles, science, and the 
songs of the troubadours. The Romance languages. Point to the 
renewed interest after the 12th century: appearance of paper; Arabic 
numerals; founding of universities; interest in Aristotle; new 
subjects taught; number of students. 

Scholasticism giyes way to humanism. Abelard. Roger Bacon. 
Dante. Stress the importance of the invention of the printing press. 

Focus the attention of the student on the Renaissance movement 
of the 14h and 15th centuries. Petrardhi, Erasmus, More. New in¬ 
ventions. Show pictures of Italian art of this period. 

D. Geographical Discoveries. Marco Polo. Eastern trade routes. 
The Ottoman Turks, Portuguese explorations. Columbus. The sea 
power of Spain. 

IX. Age of the Protestant Revolt. 

A. Causes. Abuses of the Church; changing views and attitudes, 
due to growth of trade and commerce and rise of a middle class, to 


141 


the Renaissance, to a growing educated class that were not clergy, to 
the strengthening of kings and of national feeling. 

Touch upon earlier criticisms of the Church by Wycliffe and lluss; 
growing discontent in Germany; Erasmus. 

The political situation in Europe about 15<)0, with special em¬ 
phasis upon the domains of Charles V and the political heterogeneity 
and disintegration of “the Germanys”, which made ^successful re¬ 
volt probable. 

Martin Luther. His early life; this attitude toward indulgences. 
Trace the steps in his conflict with the Papacy to liis final break 
with the Church. His excommunication and the Edict of Worms. 


B. • The Revolt. — 1. In Germany. Show that Charles’ absence 
in Italy made successful revolt easy, and how it began in Wittenberg 
in 1522. Call attention to the Augsburg Confession and emphasize 
the Peace of Augsburg. 

2. In Switzerland and the Netherlands. Examine briefly the work 
of Zwingli and Calvin. Contrast their views with those of Luther. 
Show how Calvinism spread to France, Scotland, and America. Note 
the successful revolt in the northern states of the Netherlands. 

3. In England. Point out the strange circumstances under which 
England renounced the headship of the Pope. Show Iioav Protestant¬ 
ism developed under Edward VI and Elizabeth. 

4. In France. Sketch the rise of the Huguenots; their troubles; 
their status under the Edict of Nantes. 


5. The Counter-Reformation. Explain the work of the Council 
of Trent. Stress the influence of the Jesuits. 


6. The religious tears. Mention the century of religious wars, 
culminating in the Thirty Years’ War. Show what parts of Europe 
had broken away from the Roman Church. Esc map. 


X. Tendencies to Absolutism 

A. England. Observe how the Wars of the Roses added strength 
to the kingship. If time does not allow a study of the dramatic 
incidents of the Tudor dynasty, stress merely the personal power 
of the sovereigns, exercised through subservient Parliaments. 

This is a good place to gather together the threads of the de¬ 
velopments in Ireland and Scotland up to the end of the I.udo* j 
period. 

Here too, if time permits, can be shown the struggle for nation¬ 
ality in Spain, and her spectacular rise and fall. Time may be 
spent profitably on some phases of English life during Tudor times: 
trade (decay of guilds, rise of middle class, marine development, 
trade laws); social conditions, (inclosures, pauperism, poor relief); 


142 


intellectual interests (New Learning, More, Shakespeare, Bacon). 
England becomes a nation of first rank in European affairs. 

Much textbook material on the Stuart dynasty may be omitted. 
It is necessary, however, to make clear the Stuart view of the 
kingship and how it clashed with the Parliamentary idea. Show 
how Parliament controlled the purse strings and thus maintained 
its power. Indicate how the quarrel between Charles I and Parlia¬ 
ment led to the Petition of Right, 1028. Stress its terms and its 
significance. The taxation question and Charles’ failure to rule 
without Parliament and therefore to establish despotism. Note the 
elements in the Long Parliament and liow party lines came to be 
divided. 

Civil war resulted in the overthrow of the monarchy. Make 
clear the nature of Cromwell’s rule' under the Commonwealth and 
Protectorate and follow his foreign policy. 

Note the religious legislation during the rule of Charles II; his 
foreign policy; how political parties were developing. 

Indicate how the character of James II and his illegal acts 
resulted in the triumph of Parliament and the expulsion of the king. 
Stress the terms and importance of the Bill of Rights, 1689. 

Point out the continued power of Parliament during the reigns 
of William III and Anne. The Toleration Act and the Act of Settle¬ 
ment. Control of the army. 

Show how Cabinet government developed under the early Georges. 
Walpole. Account for the Methodist movement. 

Do not leave the period without noting its literary and scientific 
importance: King James’ version of the Bible; firtet newspaper; 
Milton, Bunyan, Bacon, Newton, Harvey. 

Note that an Englishman of the 1 Sth century had the privilege 
of habeas corpus, of voting (seriously restricted), of parliamentary 
representation (by no means representative), of freedom of speech 
and press (often much restricted), of freely worshipping (some 
disabilities). 

B. Russia. Note briefly the early history of Russia and the in¬ 
fluence of the reign of Peter the Great. 


C. France. Show how Richelieu had broken the power of the 
Huguenots and the nobles, and had strengthened tilie monarchy. 
Explain “balance of power”. Sketch the reign of Louis XIV, and 
visualize his “divine right” despotism. Literary development in 17th 
century. Contrast the position of the common man in France with 
his English contemporary. 

D. Pt m wssia. (Trace briefly the origins of the Hohenzollern power, 
and >^liow how it grew under Frederick the Great. Point out that 
about 1776 all great continental states were despotisms. Illustrate 
the international attitude by the treatment accorded to Poland. 


143 


E. Expansion of Europe (Did Struggle for Empire. Note tlie im¬ 
portance of English, French, and Dutch trading companies. Re- 
view briefly English and French colonial activities in North America 
and India, and how trade rivalries and traditional hostilities re¬ 
sulted in foreign wars which established the colonial supremacy of 
England. Treaty of Utrecht (1713) and Treaty of Paris (17G3). 

Point out tlhe causes and circumstances that lost the American 
colonies to England. Note the discovery of Australia. Have stu¬ 
dents fill in a world map showing British possessions in 1800. 


XI. Social Conditions 

Show that serfdom had persisted ever since the time of feudalism. 
Make real the everyday activities of town life about the 18th 
century. Unsanitary conditions. Note the aroused interest in crime 
and poverty in England. Make clear the importance of the Church 
in the life of the people—especially its control of education. 

Emphasize the advance that was being made in science—astronomy, 
physics, biology, political economy; that “authority” was being 
questioned. 

Mark the ideas and influence of Montesquieu, Voltaire, and Rous¬ 
seau ; the reforms of the “Enlightened Despots”. 

XII. The French Revolution, Napoleon, and Reaction 

A. The Revolution. It is necessary that the student understand 
the social, political, and economic situation in France during the 
L8th century, and that, conditions were even worse in many other 
parts of Europe; the despotic powers of the monarch in law, taxation, 
censorship, and government. Have students thoroughly understand 
the privileges of the clergy and of the nobility, who comprised 1 per 
cent of the population. Royal Court of 18,000 people at Versailles. 
Church collected f 100,000,000. Contrast between higher and lower 
clergy. Make clear the status of the bourgeoisie, the artisans, and 
the peasants who composed the Third Estate. Over 20,000,000 
peasants, 80 per cent of whose income went to church, state, and 
nobles. 

Examine a few of the most glaring evils: despotism and lack of 
uniformity in laws and government; unfair taxes; extravagances; 
privileges of nobility; restrictions on business; annoying dues paid 
by peasants; restrictions on religious and intellectual liberty. Read 
from Arthur Young’s account of his travels in France. Louis XVI 
feebly tries to remedy the wretched conditions inherited from Louis 
XIV and Louis XV. Show under what circumstances for the first 
time on the Continent a National Assembly was called, and carefully 


U-i 


study the reforms inaugurated—1789 to 1792. Understand the impor¬ 
tance of the chief statements in the Declaration of the Bights of Man, 
changes made in law, guilds, church, etc. Pay little attention to the 
details of Ill's period after 1792, but note the conduct of nobility and 
king that brought them into bad odor, increased the number of repub¬ 
licans, brought about the death of king and queen, and resulted in 
foreign and civil wars. The Reign of Terror. The Directory. 

B. Napoleon Bonaparte. Note the main facts of his early life 
and education. Spend little time over his services under the Direc¬ 
tory and his overthrow of that body. Mark carefully his services to 
France under the Consulate—the economic, political, legal, and 
religious reforms. Mention the circumstances of the establishment 
of the Empire. Touch upon ibis attempts to dominate Europe and 
examine the noteworthy changes resulting, directly or indirectly, 
from these attempts. Most texts have much military detail that may 
well be omitted. 

C. The Congress of Vienna. Note the political ideas and methods 
of Metternich. Wlho were at the Congress. Show its purpose, its 
guiding principles, and note carefully its economic and political 
effects. Show why its work could not be permanent. 

D. Further Reaction. Examine the make-up and purpose of the 
Holy Alliance. Note that the Bourbons were restored in France, 
Spain, Italy; the reactionary effect of the French Revolution in 
England. Make clear, however, that the “Spirit of the French Rev¬ 
olution” continued and that the ancien regime could not be restored, 
in France or elsewhere, permanently. 

XIII. The Industrial Revolution 

A. Background and Influences. Fix in the minds of the student 
the meaning of the word “revolution”. Show how little progress was 
maae in mechanical invention between the days of the Romans and 
the middle of the 18th century. Make clear how people lived and 
worked without machinery. Emphasize the fact that new forces 
and processes were discovered that made mechanical invention pos¬ 
sible. Show clearly that we are still living in this period. Stress the 
importance of coal, iron and steam; use of electricity later. 

B. New Inventions. If possible, show pictures of water-frame, 
spinning jenny, power looms, cotton gin, Watt’s steam engine, an 
early locomotive, etc. Note also the changes in agriculture and im¬ 
provements in roads and water transportation ; new mining and smelt- 

* ing processes; that this Industrial Revolution began in England and 
then spread to the Continent and to America. 



145 


(A Effect ». This topic is very important and must be studied 
carefully, lirst, the economic effects: domestic system supplanted 
by factory system its value and evils 5 division of labor; vast in¬ 
creases in wealth foundation of England’s economic supremacy. 
Next, the social results: astonishing increase in population; un¬ 
exampled growth of cities, and evils due to their rapid, unplanned 
development; woman and child labor; problems of capital and labor, 
demands of the workers. Finally, the political effects: the laissez- 
faire theory and socialism; much social legislation becomes neces¬ 
sary ; modern imperialism. 


XIV. Political Revolution and Growth of Nationalism 

Emphasize the fact that the French Revolution, though temporarily 
followed by reaction, continued to arouse democratic and national¬ 
ist aspirations throughout Europe. The details of the revolutionary 
movements of 1820, 1830, and 1848 need not be studied. Make clear 
the issues, however, since they resulted directly or indirectly from 
the French Revolution and, moreover, have since been realized. 

The Bourbon government of France after 1815 furnishes an ex¬ 
cellent approach to the topic, since it shows clearly in the 
constitutional limitations on the crown and on political parties and 
privilege, that the rights of the common man could no longer be disre¬ 
garded. These rights are issues in all countries that took part in 
the movements of 1820, 1830, 1848; but distinctly nationalist issues 
are most apparent in the revolts in Belgium, Italy, and central 
Europe. 

A. France. Louis Philippe; Guizot; political dissensions; so¬ 
cialistic tendencies; Louis Napbleon and the restoration of the Em¬ 
pire; Napoleon Ill’s policy at home and abroad—Crimean War, 
Mexico, War with Austria, with Prussia; establishment of the Third 
Republic, its constitution, the Dreyfus affair. 

B. Smaller Countries. Spain—loss of colonies. Portugal—loss 
of Brazil. Greece—independence won. Separation of Holland and 
Belgium. 

C. Italy. Have pupils understand the political situation in Italy 
about 1850. Emphasize dislike for Austria. Early failures at revo¬ 
lution. Mazzini; Cavour; Garibaldi. Steps by which unification was 
accomplished. Show how unification was completed in the World 
War. Discuss relation with the Papacy. See that students under¬ 
stand the present form of government and the present economic 
problems of modern Italy. 

D. Germany. Show how the German Confederation came into 
being. Point out its weaknesses. Mention the influence of the 

10—S 


14G 


Customs Union. Note the failure of the revolution of 1848 in Ger¬ 
many; partial success in Prussia. Stress the aims and policy of 
Bismarck. The Schleswig-Holstein controversy as an excuse for 
war with Austria. North German Confederation. Make vivid the 
spectacular defeat of France, and show how the Empire was estab¬ 
lished. Speak briefly of Bismarck’s struggle with socialism and the 
establishment of state socialism. Stress the industrial develop¬ 
ment of Germany. The overthrow of the empire in 1918. 

E. Austria-Hmigary. Dwell particularly upon the racial com¬ 
plexity and racial discontent in the Austro-Hungarian dominions. 
Note the political settlement of 18(17 and the religious settlement of 
1898. 

XV. Modern England and the British Empire 

A. Parliamentary Reform. Emphasize the limited franchise and 
the inequality in Parliamentary representation. Corruption in elec¬ 
tions. Point out that the excesses of the French Kevolution checked 
the democratic movement in England. Wellington, the reactionary. 
Study carefully the Reform Dili of 18M2: its terms, the struggle to 
have it passed, what it left undone. Show by what steps England 
finally arrived at universal suffrage and really representative gov¬ 
ernment—1897, 1884, 1917. 

/>. Other Reforms. Stress the fact that during the middle years 
of the 19th century, while the Continent was seething with political 
unrest, important religious, educational, social, and economic re¬ 
forms were being effected. Note especially: reform of the criminal 
law, non-conformist disabilities removed; Catholic emancipation; the 
abolition of slavery; cheaper postage; factory acts; legislation for 
the poor; legislation regulating work of women and children; repeal 
of corn laws; provisions for public education; the war on poverty 
under Lloyd George; social insurance. Toward the close of the 
century Germany and France were inaugurating similar legislation. 
Note especially in France the settlement between church and state, 
the educational system, and the establishing of social insurance; in 
Germany the development of state socialism. 

C. The Irish Question. Review briefly the history of Ireland 
since Tudor times. Show the injustice of maintaining the Estab¬ 
lished Church in Ireland, and point out that Gladstone accomplished 
disestablishment. Have the students understand the land question 
in Ireland: the evils of absentee landlords; the condition of the 
peasants; the repressive laws. If possible read descriptions from 
contemporary sources. Poini out rue steps wheieby the evils of the 
land system were corrected. Start the discussion of the “Home 


147 


Rule” movement in the Act of Union (1800). 
O’Connell, the Fenians, the “Land League”, 
to obtain home rule. The support of Lloyd 
Opposition of Ulster. The “Irish Republic”. 


The efforts of Emmet, 
Gladstone’s struggle 
George. Act of 1914. 
Home Rule Act of 


1922. 

D. The Government of England. Compare the constitution of 
England witth that of the United States. See that pupils understand 
the unimportant position of the King politically, the far-reaching 
power of the Prime Minister and the Cabinet, the organization of 
Parliament. Show how, under the English system, the Mouse of 
Commons can more readily reflect public opinion than Congress can 
in the United States. Note that members of the House of Commons 
are now paid a salary. Mark the overthrow of the power of the 
House of Lords in the contest over Lloyd George’s budget bill. 

At this point compare the English system of government with that 
of Germany before the war, showing particularly the feeble powers 
of the Reichstag, the influence and unrepresentative character of the 
Bundesrat, and the great power of the Ohiancellor. Note also how 
the educational system and the church were under the control of the 
monarchy. Compare, too, the organization of the French govern¬ 
ment—a republic, with a cabinet and premier much like the English 
system. 


E. Development of Empire. On a map indicate tlhe dominions of 
England before the World War: British North America, Australia 
and New Zealand, South Africa, Egypt, India, and the Crown colon¬ 
ies. Have students know under what circumstances they were ac- 
quired, to what extent self-government is allowed in each. Note 
outstanding incidents where they are significant, e. g., the Sepoy 
Rebellion, the Boer War, the Federation Act of 1.949 in South Africa, 
the Nortlr American Act of 1867, the establishment of the Common¬ 
wealth of Australia (1901). Mark the tendency toward federation 
within the empire—the unique conferences of the premiers. 


XVI. Russia, Turkey, and the Near East 

A. Russia. Point out how under Nicholas I a spirit antagonistic 
to democracy and progress was fostered. Defeat in the Crimea. 
Note the reforms under Alexander II, especially emancipation of 
serfs. The growth of liberalism in Europe from days of French 
Revolution spreads eastward into Russia. The growth, of nihilism 
and terrorism that followed reactionary measures. Modern liberal 
and socialistic parties; growing dissatisfaction with the corrupt, 
despotic government; how the liberals won the Duma. Note the 
Industrial Revolution and its bearing on the liberal movement; the 
Trans-Siberian Railway. The failure of the Russo-Japanese War. 


0 



148 


B. Turkey and the Balkans. Note the possessions of Turkey 
about 1815, after a rapid survey of the growth of Turkish) power in 
Europe. Show why the Balkan peoples hated Turkish rule and how 
the Balkan states began to emerge—Serbia, Greece and her war for 
independence. Explain carefully the geographical and commercial 
importance of Constantinople; which serves to make clear why Turk¬ 
ey was saved by the European powers in the Crimean War. For 
the same reason England forced a revision of the Treaty of San 
Stefano in the Congress of Berlin of 1878, which settled the Balkan 
question for the time, but laid the basis for future troubles. 

Note the Turkish “revolution” of 1908, her defeat by Italy in 1912. 

Try to clarify the complex and widely ramifying elements of the 
Near-Eastern question and how these were crystallized in the two 
Balkan Wars. Note the shrinking of Turkish territory. National¬ 
ism was asserting itself in the Balkans. 

XVII. Growth of Imperialism 

Make clear that the Industrial Revolution resulted in larger de¬ 
mands for raw materials and in a scramble to find markets for sur¬ 
plus goods and investments. The various powers clashed as their 
respective interests met. 

A. Africa. Note England’s control of the Suez Canal and her 
desire to extend her interests inland. The Fashoda incident. Mark 
the crises in Morocco (1906, 1911) involving Germany and France. 
Show how Italy in 1911-1912 demanded her share of North Africa 
and took Tripoli. On the map point out English, French, Portu¬ 
guese, German, Italian, and Belgian territories and “spheres of in¬ 
fluence” (define) in Africa. The “Cape to Cairo” railway. 

B. Persia. Show how England had extended her power from 
India northwestward to the borders of Persia and how Russia was 
reaching out beyond the Caspian Sea. Agreement reached in 1910. 
Present English supremacy. 

C. The Far Fast. Study carefully the development of Japan 
since about 1850. The effect of her war with China (1895). Her 
Industrial Revolution and desire for expansion—imperialism. Note 
the lethargy of China, and how she was opened to world trade. Show 
how England, France, Germany, Russia, and Japan got control of 
important ports. Mark the importance of the Boxer Rebellion 
(1900), and the announcement of the “open door” policy by the 
United States. The establishment of the unstable republic (1912). 
China’s growing hostility to Japan. Situation in Korea—a source 
of future trouble due to her tremendous resources and possibilities 
coupled with her lack of stable government, national poverty, and in¬ 
ability and disinclination to develop those resources. 


149 


D. The Balkans. Show why Russia had long desired Constanti¬ 
nople; why she was ever ready to support any Slavic movement 
hostile to Turkey or to Austria; why Austria desired to extend her 
influence southward, but was antagonized by Serbia; why the South 
Slavs resented Austrian influence on the Adriatic; and, finally, why 
Germany, seeing in Asia Minor the only place for expansion, saw 
Serbia alone standing in her way between Berlin and Constanti¬ 
nople. Note that Germany had already supplanted England in in¬ 
fluence at Constantinople. 

E. International Arbitration. Note that the leading powers saw 
the danger of clashing interests and were looking for a means to 
settle international disputes. The Peace Conference at the Hague. 
The Court of Arbitration. The second conference—what it accom¬ 
plished and wherein it failed. Contrast the earlier idea of “balance 
of power” with such later organizations as the Triple Alliance and 
the Triple Entente. 

XVIII. Modern Science and Progress 

Recall beginnings of modern scientific thought and discovery—the 
work of Bacon, Copernicus, Galileo, Descartes, Newton, Lavoisier, 
Linnaeus, and others. Point out bv means of numerous illustrations 
the strides forward already made in human comfort and control of 
surroundings: our fuels; high speed means of transportation; re¬ 
markable methods of communication; such devices for home comforts 
as electric lights, heating systems, and domestic appliances; photog¬ 
raphy; bewildering variety of machinery. Make clear, too, how 
such achievements open the way for further progress, for example, 
unlimited possibilities of medical science disclosed by cellular theory, 
bacteriology, and surgery; stock and plant improvement made pos¬ 
sible by recent discoveries in biology; increased comfort and con¬ 
trol brought into view by discovery of the energies of the atom. 

Notable progress in modern times has been made in geology, bi¬ 
ology, medicine, and physical and social science. 

A. Geology. Mention belief about age and origin of earth cur¬ 
rent about a century ago. Remarkable new viewpoint of the subject 
elucidated by Charles Lyell in 1830—his “Principles of Geology” a 
classic in modern geology. 

P». Astronomy. Astonishing developments in astronomy since days 
of Copernicus and Galileo—vastness of interstellar space, immense 
size and number of visible suns; astronomical appliances and notable 
discoveries of astronomer, astro physicist, and astro-chemist. 

C. Biology. The enunciation and attempted explanation of the 
principle of evolution in the biologic field, by Buffon and Lamarck. 



Darwin's remarkable studies and explanations of biologic evolution. 
Further work of Mends 1 , Huxley, DeVries, and others. Notion of 
evolution carried over into many other fields by Herbert Spencer. 
Concept of evolution or genetic development has affected almost 
all modern thinking. 

/). Physics. Notable progress in physical science since Galileo 
and Newton. Modern atomic theory, first advanced by Dalton; its 
remarkal/e results in chemistry. Immense practical value of elec¬ 
tricity. How study of electricity and radioactive substances is chang¬ 
ing conception of the atom and of the elements, and is unfolding 
sources of energy in amounts and power undreamed of. 

E. Medicine. Striking advances made in medical science. Until 
germ theory, dependent upon microscope, was demonstrated, medicine 
could only make slight headway in battling with disease. Pasteur 
and Koch really great men. Difficulty of surgery a century ago; 
Lister, man’s benefactor. The boon of anaethetics and antiseptics; 
anti-toxins and vaccines—Jenner. Unique development since Harvey 
in knowledge of anatomy and physiology of the human body. The 
cell theory. 

t / 1 


F. Social Science. Advance in knowledge of social science has 
followed but not kept pace with that in physical and biologic science. 
Bewildering complexity and variability of human beings and human 
relationships contribute much to the slowing up of positive advance. 
However, the following steps have been taken: a critical and pains¬ 
taking use of sources in studying man’s past; extension of that past 
hack through the ancient Orient to the Stone Age and thence to 
untold centuries before; increasing realization of the slow process 
by which man’s advance has been painfully built up upon the hard- 
won achievements of his ancestors; scientific attitude and vistas re¬ 
vealed by modern anthropology, history, economics, sociology, politi¬ 
cal theory. 


XIX. The World War 

A. Causes. Industrial Revolution and Imperialism are funda¬ 
mental. Review the enormous demands created by the Industrial 
Revolution for material, markets, and investments that could not 
be satisfied within a country’s boundaries; resultant exploitation of 
Africa and the Fast, and rival ry therein. Lateness of the Germans 
in the field and their dissatisfaction. The Near Eastern situation 
should be reviewed from the above viewpoint with emphasis upon 
recent rivalry between Russia and the German powers. 

Recall how such rivalry often became intense—1878, 1900, 1908, 
1911; the wars of 1912-13 and why larger powers interfered; interest 


151 


of tlie Nations in the Russo-Japanese War; action after the Boxer 
Rebellion; struggle over Korea; European and Japanese concessions 

in China, etc. 'Why partition of Africa lias been less provocative 
of bitter feeling 

Sketch again the growth < f Prussia., emphasizing the role of mili¬ 
tarism and the tendency to autocracy. German discontent with her 
‘‘place in the sun”. Astonishing growth of armament in the 19th 
century—why. Significance of military preparations of 1913 in the 
light, of subsequent events, British qnd German business rivalry and 
naval competition—growing dislike for each other. French and Ital¬ 
ian land claims against German powers.; Balkan fear of Austria. Sig¬ 
nificance of the Triple Alliance and flu* Triple Entente, and of the 
failure of the Hague Conferences ; make clear the dangers of secret 
diplomacy. 

How the war broke out: murder of tlie Austrian Archduke, June 
28, 1914, and the Austrian ultimatum of July 23. Russia mobilizes— 
why so interested. German fears, and her declaration of war 
against Russia, Aug. 1. France impelled to stand by her eastern 
ally: show why Germany attacked France by way of Belgium; 
why England came to Belgium’s aid. Why Japan entered war. 


B. The War. Details of military maneuvers are unnecessary. 
Combatants in fall of 1914. Resources of the combatants. With 
the aid of maps, point out German objectives on Ea.st and West 
Fronts; explain why speed was essential. The decisive Battle of 
the Marne, Sept., 1914, and the permanent battle line in France. 
German treatment of Belgium and conquered French territory. 

Point out how slight was the success of the Central Powers against 
Ita’y, after si?e entered the war in 1915. Explain why Italy op¬ 
posed her fellow members of the Triple Alliance. Central Powers’ 
great success along the Eastern Front, from the Baltic to Gallipoli. 

Tremendous importance 1 for success of Allies of British marine 
domination. Extinction of German commerce and capture of all 
her colonial possessions. German attempts at blockade and her ne¬ 
farious submarine warfare—the Lusitania. Effective blockade by the 
Allies. Aerial warfare; tanks, gas, and other notable new military 
devices. 

Discuss why America entered the War: German treatment of 
Belgium, submarine warfare, Zeppelin raids, blundering and shock¬ 
ing German activities in the United States. The Wilson notes. 
America's part in the war. 

The war in 1917.-18: German losses in the East, from Mesopotamia 
to Hungary. Capitulation of Bulgaria, Turkey, Austria-Hungary. 
Futile military efforts of Germans in France, 1918. Abdication of 
William II; November Revolution; terms of the armistice of Nov¬ 
ember 11, 1918. 


152 


C. War Issues and Aftermath of the War. Land and racial prob¬ 
lems: Alsace-Lorraine, Poland, Austria-Hungary, Balkans and 
Turkey, Italia Irredenta, Fiume, Syria and Mesopotamia, German 
colonies. 

Militarism, interdependence of nations, and war on war: cost of 
preparedness; horror caused by German ruthlessness; deepening in- 
terpendence of nations that makes war ever more hideous; inter¬ 
national agreements and hopes for a world league of nations; Wil¬ 
son’s remarkable “Fourteen Points.” 

Terms of the Treaty of Versailles—territorial, monetary, military, 
and respecting the German government and German possessions. 

The League of Nations': covenant, organization, membership, pur¬ 
poses, accomplishments, possibilities. Why the United States is not 
yet a member. 

Burden of war costs: unparalleled destruction of persons, property, 
business; stupendous burden of war debts. 

D. Political TJnrest. Russian revolution: reasons for it; how it 
broke out in March, 1917; how socialist revolutionaries gained control 
in November; the Peace of Brest-Litovsk and how it failed to avail 
the Germans much; Bolshevik wars and break-up of old Russia; re¬ 
pudiation of Russian debts; nationalization of industry, famine, and 
demoralization of Russian business; Bolshevik government—the 
soviets; attitude of the nations toward Bolshevik regime# 

Polish quarrels with German and Russian neighbors; Fiume—w T hy 
intense feeling developed between Italy and Jugo-Slavia; settlement 
of the question. 

Disorders in the old Turkish Empire: Armenia; interest of Greeks, 
Italians, Russians, French, and British in the Levant; defeat of 
Greeks by Turks; why settlement is not yet in sight. 

Troubles in British Empire: Egypt, and declaration of large 
measure of self-government; India, and growing unrest; Ireland, 
Sinn Fein, and the settlement of 1922. 

Republics of Central Europe: the break-up of the Austro-Hungarian 
Empire; the little Entente; the constitution of the German Republic. 

Communist uprisings; landed aristocracies destroyed; present 
status, views, and divisions of the socialists. 

FJ. The Washington Conference. 

1. The Four-Nation Treaty 

2. The Nine-Nation Treaty 

•1. Other Treaties 


153 


BIBLIOGRAPHY FOR EUROPEAN THEORY 
(Note: T indicates books for teachers; P tin >e for pupils) 

Methods and Viewpoint 

I 

T —Historical Outlook Magazine—McKinley Publishing 

(Should be in the hands of every history teacher) 

T Johnson, II. —The Teaching of History in Elementary and Secondary 
Schools—Macmillan 

T Robinson, J. H .—The New History—Macmillan 
T Tryon, R. M .—The Teaching of History in Junior and Senior High 
Schools—Ginn 

(Practical and suggestive. Really indispensable.) 

Atlases 

T P Bartholomew, J. G .—Atlas of Economic Geography—Oxford 
T P Bartholomeiv, J. G. ) —Historical Atlas of Modern Europe from 1789- 
Robertson, P. G. \ 1914—Oxford 

T P Shepherd, W. R .—Historical Atlas—Holt 

General 

Robinson, Breasted, d ; Smith —General History of Europe—Ginn 
T Marvin, F. S .—The Living Past—Oxford 

P VanLoon, II. —Story of Mankind (Fascinating)—Boni & Liveright 
T Wells, II. G. —Outline of History—Macmillan 

Early History 

P Clodd, E .—Story of Primitive Man—Appleton 
T Myers —Dawn of History—Holt 

T Sollas, W. J .—Ancient Hunters—-Macmillan 
T Breasted, J. II. —History of Egypt—Scribner 
—Ancient Times—Ginn 

T Jastrow Jr.,'M. —The Civilization of Babylonia and Assyria—Lippin- 

cott 

P Botsford, G. W .—Source Book in Ancient History—Macmillan 

P Botsford, G. W. & Sihler, E. II .—B dlenic Civilization—Columbia 

University Press 

P Davis, M. S. —Readings in Ancient History, 2 volumes—Allyn & 
Bacon 

P Gayley, C. M .—Classic Myths—Ginn 

P Howe, S. B .—Essentials in Early European History—Longmans, 

T P Plutarch —Lives—Dutton 

P Webster, H .—Early European History—Heath 
Readings in Ancient History 

T P Hawes, G. II. d Hawes, II. A .—Crete, the Forerunner of Greece 
—Harpers 

P Bury, H. G. —History of Greece—Macmillan 
P Davis, W. S .—Days in Old Athens—Allyn & Bacon 

P Gulick, C. B. —Life of the Ancient Greeks—Appleton 

P Tucker, T. G. —Life in Ancient Athens—Macmillan 
T Zimmern, A. E .—Greek Commonwealth—Oxford 
T P Botsford, G. IT.—History of Rome—Macmillan 
T Fowler, W. W. —Rome—Holt 

T —Social Life in the Age of Cicero—Macmillan 




P Johnston, II. W. —Private Life of the Romans—Scott, Foresman 

T Pelham, II. F .—Outline of Roman History—Putnam 

P Tucker, T. G .—Life in the Roman World of Nero and St. Paul 

—Macmillan 

Later History 

P Ogg, T. A .—Source Book of Medieval History—American Book 

P Robinson, J. H. & Beard, C. //.—Readings in European History, 2 

vol.—Ginn 

P —Readings in Modern European History, 2 vol.—Ginn 

P Webster, II .—Readings in Medieval and Modern History—Heath 

T P Emerton, E —Introduction to the Study of the Middle Ages—Ginn 
T —Medieval Europe—Ginn 

T —Beginnings of Modern Europe—Ginn 

P Jessop, A. —Coming of the Friars—Putnam 
T Thorndike, L .—History of Medieval Europe—Houghton 

P Ashley, R. L .—Early European Civilization—Macmillan 
—Modern European Civilization— 

P Breasted, J. II., Robinson, J. II., cfc Beard, V. II .—History of 
Europe, 2 vol.—Ginn 

P Elson, II. E .—Modern Times and Living Past—American Book 
P Harding, 8. B .—New Medieval and Modern History—American Book 
P Webster, II .—Early European History—Heath 
P West, Wm .—Ancient World—Allyn & Bacon 
P —Modern World— 

T P Cheyney, E. P .—Introduction to the Industrial and Social History 
of England—Macmillan 

T Cross, A .—A History of England and Greater Britain—Macmillan 
T P Davis, W. 8 .—History of France—Houghton 

T P Green, J. R .—Short History of the English People—American Book 
T P Loivell, E. J .—Eve of the French Revolution—Houghton 

Recent History 

T Gooch, C. P. —History of Our Times, 1885-1911—Holt 
T P llaycs, C. J. II .—Political and Social History of Modern Europe, 

2 vol.—Macmillan 

T P Hazcn, C. D .—Modern Europe—Holt 

T Ogg, F. A .—Social Progress in Contemporary Europe—Macmillan 
T P Schapiro, J. 8 .—Modern and Contemporary European History— 
Houghton 

T Turner, E. R. —Europe, 1789-1920—Doubleday 
T P Danis, W. 8 .—Roots of the War—Century 
T Gibbons, H. A. —New Map of Europe—Century 
T —New Map of Asia— 

T —New Map of Africa 

T P Hayes, C. J. II .—Brief History of the Great War—Macmillan 
T Hazen, C. D .—Fifty Years of Europe—Holt 
T —Modern Europe— 




AMERICAN HISTORY 

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155 



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157 


AMERICAN HISTORY 
Eleventh Year 

Suggestions on Method. The importance of the recitation as a 
school activity is generally admitted, but too often teachers have 
failed to realize that its success depends upon the mastery of a 
technique that will bring satisfactory results. 

The high school teacher » f American history has a right to assume 
that the pupils retain a 'air knowledge of the subject from their 
study in the grades. While the narrative chronological plan may 
be used to get the situation before the class, more attention in the 
secondary schools shouhl be given to analysis and generalization. 

In planning the syllab is in American history an attempt has been 
made to suggest problems to be solved rather than facts to be learned. 
Since most of our exper ence in life is a process of problem solving, 
practice in the solution of problems becomes an essential part of 
school procedure. The problem method requires the teacher to relate 
the materials of instruction to the social needs of the pupil. The 
subject matter must tit into a problem stirring in the experience of 
the pupil or must be presented in such a way as to present a problem. 
Accordingly, the teacher should adapt the subject matter of the 
course to the capacity of the particular group under instruction. 
Problems will piove valuable in helping teachers to select and 
teach those great movements in the development of our national life 
that are of highest value. 

Not everything within a given subject should receive the same em¬ 
phasis. One of our defects in history teaching is that of failing to 
make the great epochs or factors stand out in the mind of the pupil. 
So often we teach everything as of equal importance. 

The steps in problem solving enumerated by Prof. Dewey are: 

1. The definition and statement of the problem 

2. The suggestion of possible solutions by the analysis of 
the situation and the recalling of related ideas 

3. The evaluation of the suggestions by developing and 
testing them 

4. The organization of the material leading to a satisfac- 
torv solution 


Successful problem solving in history requires that the teacher 
be familiar with the field. She must be able to anticipate issues 
and to prepare illustrative and reference material that shall be 
available at the opportune time. A resourceful teacher will have 
an illustrative source extract or an appropriate picture or chart 


158 


at hand to use at the right time or place. In the progress of the 
recitation many things will come up that were not anticipated. The 
skillful teacher will help the class to decide what contributions from 
the experience and study of the members of the group are worth fol¬ 
lowing up, and what may be passed by as irrelevant to the solution 
of the problem. 

Frequently in teaching the social sciences the teacher talks too 
much. The use of problems will help to maintain a proper balance 
between teacher and pupil activity. An advantage of this method 
is that it stimulates pupil activity and provides an opportunity for 
the pupil, through his suggestions and their evaluation by the class, 
to learn to do team work in solving problems. Most of the problems 
of society must be solved in this way. 

It is not claimed that the problem method is a panacea for all the 
ills of history teaching, or is the only method to be used. The 
three important phases of the recitation—teaching, drib, testing— 
must be constantly kept in mind and provided for. As the forma¬ 
tion of proper habits of thought and study is one of the most im¬ 
portant results that can be secured from teaching, the mastery of 
the technique of successfully conducting a varied type of recitation 
is much to be desired. 

If library facilities are lacking or inadequate, it is hoped that 
the course will stimulate the effort to secure a small reference 
library in every high school. 


AMERICAN HISTORY 
I. Discovery and Colonization 

A. The New Woild. It is of vital importance in the opening les¬ 
sons of American History to have the student realize that from 
its beginning the stream of American history was but a part of the 
life current of world progress. 

Show that although the discovery of America was an accident, it 
was made possible because of Columbus’ great idea, the inventions 
which paved the way for his great discovery, the commercial ne¬ 
cessity of a new route to the East. 

On outline maps trace the voyages of Columbus, the Cabots, Ma¬ 
gellan, and Vasco Da Gama. Make clear the development of geo¬ 
graphical knowledge concerning North America as a result of the 
work of Spanish, French, Dutch, and Eng'ish explorers during the 
sixteenth century. 

H. The English Colonies. Explain the European conditions favor¬ 
ing colonization, showing the reasons for, and the character of, the 
immigration of the seventeenth century as contrasted with that of 
the twentieth century. 


159 


Show why colonies planted by individuals failed and by what 
agencies colonization was made possible. From a study of docu¬ 
ments—the charters of Massachusetts, Virginia, Pennsylvania, the 
“Mayflower Compact,” the “Fundamental Orders of Connecticut”— 
make a table of the colonies, showing the methods employed in their 
settlement. 

On an outline sketch map locate the frontier in 1776, and indi¬ 
cate the regions settled by the different nationalities found in the 
English colonies. 

Account for the anxiety of the companies and proprietors to se¬ 
cure colonists. Describe the system of indentured servitude and 
compare it with slavery and serfdom. Give reasons for the intro¬ 
duction of involuntary servitude and indicate the forces that favored 
the rapid development of the slave trade. 


L Social and Political Life> It is important to know the simple 
machinery of the colonial government: the town, with its popular 
control of affairs; the county,, with its more aristocratic control; 
the colonial assembly, where representative government based upon 
a geographical unit had its beginning (1619) ; how the assembly was 
a check on the power of the governor. 

Touch upon the beginnings of education and its close connection 
with religion, the colonial press, arid the development of literature 
during this period. 

Make a study of the contributions to the early colonial life of the 
men and women who were leaders in the different colonies. William 
Bradford’s “History of the Plymouth Plantation” and John Win- 

t/ 

throp’s “Journal” are contributions to the ’literature of American 
history by ti e early colonists which throw many sidelights on the 
political and social conditions of the times. 


2. Economic Life. — a. Agriculture. The most important indus¬ 
try, and the great colonial problem, was one of subsistence. Have the 
pupils describe the system of land tenure in Pennsylvania. Con¬ 
trast it with the feudal system; describe the elements of feudalism 
that were introduced into the colonies. Account for the success of 
the fi echo’d tenure. Compare the agricultural system of the North 
with that of the South. 

1). Iron Industry. Note the development of the iron industry 
among the colonists. On an outline map indicate the location of 
earlv iron furnaces—especially in Pennsylvania. Compare with the 
present centers of the iron industry. 

c. Fishing and Shipbuilding. Show the close relation that exist¬ 
ed between the fishing and the shipbuilding industries; the import¬ 
ance of colonial commerce to the English, 


160 


t — 


Make dear the character and importance of inter-state commerce 
during this period. The development in the north of trading cities, 
Philadelphia, Boston, New York and Newport, with their merchant 
and artisan classes, which became the staunch advocates of demo¬ 
cratic ideals. 

C. The English Colonial Policy Prior to 1763. It is important 
to make clear the fact that the English colonies were considered 
plantations to be administered for the benefit of the mother country, 
and that this was in accordance with prevailing economic notions. 
Show how the imperial policy was carried out through the Naviga¬ 
tion Acts and Acts against Manufactures. Give reasons why the 
navigation acts were not enforced and show the effect of the laws 
in America. 

At the close of the colonial period make a cross section study of 
the colonies in three groups—charter, royal, and proprietary. Con¬ 
trast the political, social, and economic life of the three groups. Note 
the bonds that tended to unite the thirteen English colonies, also 
those things which tended to develop opposition to the British 
Crown. 


II. Founding of a New Nation (1700-1783) 


A. The Half-Century of Conflict between England and Prance. 
Study the map of North America at the close of the seventeenth 
century and note the extent of territory claimed by the different 
European nations, where their frontiers touched, and the strategic 
position of important settlements. Contrast the attitude of the 
English and the French in dealing with the Indians. 

When the final phase of the conflict—the French and Indian War— 
is reached, compare the antagonists as to system of colonial govern¬ 
ment, location of colonies, population and character of the inhabi¬ 
tants. Point out the significance of the Albany Plan of Union. Note 
the dramatic incidents connected with the struggle and the services 
of Washington, Wil iam Pitt, Montcalm, and Wolfe. 

Make a careful study of the treaty of peace, comparing the territory 
held in North America bv the European rivals in 1689, 1713, 1763. 

Emphasize the importance of the results of this struggle upon the 
development of denmernc v in America. 


/» British Colon a l Policy af ter 1763. Outline the changes in the 
British colonial pc. cy after the French and Indian War by which 
England attempted u secure a firmer hold upon the colonies. Show 
how the character rd lee: ce 1' 1 and tlie condition of English finances 
affected the policy 

Explain the p i ' of t lie laws passed by the English govern¬ 
ment affecting the o .onus between 1763 and 1772, and make clear 


1GI 


the difference between the colonial and the English view as to the 
powers of the British Parliament. Summarize the events connected 
with American resistance. 

C. The American Revolution. Show that the causes of the Ameri¬ 
can Revolution were economic and religious as well as political. 
Have the pupils examine different texts and tabulate the causes found 
in separate columns under these heads, and through discussion de¬ 
cide as to their relative importance. Compare the conclusions reach¬ 
ed with those of recognized historians on the Revolutionary period. 

Trace the growth of the spirit of independence: from opinion— 
as expressed by its exponents, James Otis, Patrick Henry, Samuel 
Adams, Thomas Paine—to action, as shown in the Stamp Act Con¬ 
gress, the Massachusetts Circular Letter, the Committees of Corre¬ 
spondence, the First Continental Congress, 1774, the Second Conti¬ 
nental Congress, 1775, Washington made Commander-in-Chief. Show 
in general how the powers of the First and Second Continental Con¬ 
gress differed from those of the present Congress of the United States. 
What agencies used in the World War would correspond in effect 
to the work of the Committees of Correspondence? 

Find out the proportion of the population of the colonies that 
was Tory and show the influence of the loyalists upon the revolu¬ 
tionary movement. Was there any justice in their claims against 
the government as expressed in the treaty at the close of the war? 

Make a careful study in the Declaration of Independence of the 
basic principles which it declares are the foundation of democratic 
governments. In the list of grievances against the mother country 
show which were violations of English law. Explain what is meant 
by the statement—“These united colonies are, and of right ought to 
be, free and independent states”. Make clear the importance of the 
first state legislatures in the movement for independence. 

Compare the strength of the antagonists as to (1) resources, mater¬ 
ial and moral, (2) theater of war, (3) population, (4) army and 
navy. Study the theater of war and develop the plan of campaign 
adopted by the Americans; by the British. Note the strategic cam¬ 
paigns. 

Compare the services to the cause of independence of Washington 
and Franklin, contrasting the achievements of the soldier with those 
of the diplomat. 

Why are war and revolution usually attended with financial diffi¬ 
culties? List the sources of revenue that were available to finance 
the Revolutionary War. Discuss the wisdom of issuing Continental 
currency. 


11—S 


162 


Make a study of the contributions to the cause of independence 
of Washington, Greene, Lafayette, Kosciusko, Yon Steuben, Paul 
Jones, George Rogers Clark. 

Make clear the attitude of France and England towards the United 
States at the peace conference at the close of the war. On an out¬ 
line map indicate the boundaries of the thirteen colonies in 1776; 
the boundaries of the territory of the United States according to the 
treaty. Account for England’s generous terms.. Discuss the pro¬ 
visions of the treaty that resulted in difficulties when an attempt 
was made to carry them out. Draw a parallel with the Treaty of 
Versailles closing the Great War (The World War). 

11 r. The New Republic (1783-1815) 

A. A Critical Period. Make a study of the Articles of Confedera- 

t j 

tion, listing its serious defects as an instrument of government as 
shown in the life of the nation from 1781 to 1787. How are the 
defects remedied in the Constitution? 

Emphasize the importance of our claims to the West. Show how 
the conflicting claims of the states were settled. Stress the impor¬ 
tance of the Northwest Ordinance, its influence upon the opening 
up of the West, and upon our territorial system. 

Enumerate the reasons for which the period 1783-1780 is. called 
the “Critical Period.” 

Trace the events leading up to the Constitutional Convention. 
Discuss the personnel of the convention, showing the interests repre¬ 
sented by the different members and their qualifications for the work. 
Make a list of the great problems before the convention and indicate 
how in solving them the members profited by the experience of the 
government under the Articles of Confederation. Show why com¬ 
promises were necessary. Compare the difficulties attending the 
ratification of the Constitution with the difficulties encountered in 
the attempt to secure the ratification of the League of Nations as 
to the arguments used by the opposition and the methods employed 
to meet them. 

B. The New Government. Study the character of the leaders 
in the first administration under the Constitution. List the problems 
confronting the administration. Show the necessity for the forma¬ 
tion of a cabinet, the legal relation of the cabinet officers to the 
President; to Congress. Compare with the Rritish cabinet system. 

Study the financial program outlined by Alexander Hamilton, 
showing the relation between the different parts and their influence 
upon the national government. Show how the discussion of these 
financial measures revealed a radical differencei in point of view 
between Jefferson and Hamilton as to the powers of the national 


government. Explain what is meant by the doctrine of implied 
powers. 

Did the course of events make the organization of political parties 
inevitable? The question affords a splendid opportunity to study 
the origin and the growth of political parties in the United States; 
their organization; the relative value of the independent and the 
regular party man. Show the position of the first two parties on 
democracy, constitutional questions, foreign affairs. List the services 
rendered bv the Federalist party and account for its downfall. 

Review the services of France to the United States during the 
period 1776-1783, and then discuss her treatment by the United 
States at this period. 

Show how Washington’s Proclamation of Neutrality established 
a basic principle of our foreign policy. Should changing conditions 
lessen its influence? Make clear the difficulties of the government 
in maintaining neutrality during the period of the French Revolu¬ 
tion; show how it affected American commerce and involved America 
with England and France. 


C. The Triumph of Jeffersonian Democracy. Explain how the 
election of Jefferson in 1800 was a “political revolution.” Make 
clear the leading features of Jeffersonian democracy and show how 
far Jefferson was able to apply his theories during his administration. 

Discuss the influence of the Louisiana purchase on the construc¬ 
tion of the Constitution, the growth of nationality, westward expan¬ 
sion, slavery, the economic development of the United States. 

Account for Great Britain’s impressment policy and suggest rea¬ 
sons for her refusal to recognize American naturalization papers as 
valid. Consider the constitutionality of the embargo and show its 
effects upon commerce. Discuss the relative value of weapons of 
economic pressure and direct military action. 

D. War of 1812. Compare the reasons given in the declaration 
of war against England in 1812 with those stated in the declaration 
of war against Germany in 1917. Account for the fact that New 
England opposed while the South and West favored the War of 1812. 

Compare the combatants in 1812 as to population, financial re* 
sources, national spirit, armies, navies. 

Study the theater of the war and show the plan of attack followed 
bv Great Britain and the United States. Account for the success 
of the Americans at sea. 

Discuss the significance of the Hartford convention and compare 
the resolutions adopted by it with the Kentucky and Virginia re¬ 
solutions. 

Contrast the causes of the war of 1812 with the results. Empha¬ 
size the effects on the West; the tariff; the Industrial Revolution. 


1G4 


IV. National Democracy (1815-1843) 

A. Settling of the West. With maps show the territory included 
within the limits of the United States in 1815 and the routes by 
which the immigrants poured into the West. Contrast the distribu¬ 
tion of population then with that of the present day and account 
for the variety of types found on the frontier. 

Make real the life and character of the frontiersman: how he lived ; 
his educational opportunities and religious activities ; his methods of 
travel; the influence of the simplicity and equality of frontier life 
on his political ideas. Henry C'ay, x4ndrew Jackson, and Abraham 
Lincoln are good types to point out the elements of strength in the 
men of the West as leaders. 

It is important to trace the success of the colonizing policy of the 
government established by the Northwest Ordinance in the rapid 
admission of new states west of the Appalachians; the democratic 
character of their state constitutions; the extension of the suffrage; 
the policy adopted of balancing free and slave states. 

Emphasize the importance of internal improvements and means 
of communication as bonds of union between the seaboard and the 
frontier; factors in developing trade and commerce; means of de¬ 
fense in time of war. Make clear the position of the East, West, and 
South on this issue. 

B. The New Americas and the Monroe Doctrine. Discuss the 
effect of the American Revolution upon Latin America. Make clear 
the ambitions of the United States in regard to Florida - Oregon; the 
fisheries. Trace the events leading up to the declaration of the 
Monroe Doctrine. Discuss the policies of non-colonization and non¬ 
intervention outlined for Monroe by John Quincy Adams. Compare 
the later interpretations of the doctrine by Polk, Lincoln, Cleveland, 
Roosevelt, and Wilson. 

C. Growth of National Spirit. In studying the period following 
the War of 1812, emphasis should be placed upon the problems which 
confronted the people and the new spirit with which they faced these 
problems. Contrast with the problems following our participation 
in the Great War. Show the general acceptance of the old Federal¬ 
ist doctrines by the leaders of the Republican Party and the conse¬ 
quent disappearance of the Federalist Party. 

Stress the significance of the election of Andrew Jackson. Note 
how the aristocratic leadership of the East gave way to the democra¬ 
tic leadership of the West. Contrast the democracy of Jefferson with 
that of Jackson. 

Make clear Jackson’s attitude toward (1) nullification; (2) the 
spoils system; (3) the United States Bank; (4) internal improve¬ 
ments. Results of the attitude: (1) compromise tariff, (2) the panic 
of 1837, (3) the rise of a new party. 


165 




In connection with not ification compare Calhoun’s “Exposition” 
with the resolutions passed by the Hartford Convention and the 
i Virginia and Kentucky Resolutions” to see if they furnished pre¬ 
cedents for the position of South Carolina on the tariff in 1832. Did 
the fact that the dispute was settled by a compromise affect the 
future conduct of South Carolina? Note the outstanding features 
in the policy of compromise followed by the United States from the 
adoption of the Constitution to the Civil War. Was it a judicious 
policy? 

Discuss the origin of the Webster-Havne debate and the arguments 
used by the two speakers. Show r why Webster’s national theories 
became the accepted doctrines of the North. Study Webster’s reply 
to Hayne in such a way that pupils appreciate it as one of the master¬ 
pieces of American historical literature. 

V. Sectionalism 

A. Slavery and Abolition. Recall the development of the institu¬ 
tion of negro slavery in the United States from 1619, emphasizing 
how natural conditions of soil, climate, and the staples of tobacco, 
rice, and cotton served to confine slavery mainly to the South; the 
constitutional recognition of slavery; the importance of the ‘men¬ 
tion of the cotton gin. 

Show how the struggle for Missouri restricted the slaveholding 
area, and marked s 1 a very as a “peculiar institution.” 

The Abolition Movement: Discuss the motives and purposes that 
prompted its organization; the activities of important leaders; con¬ 
stitutional questions involved in the methods used by its radical 
leaders to spread their propaganda—the right of petition, freedom 
of the press, use of the mails. Contrast the effect of the movement 
upon the North and the South. Show how it revealed the growth of 
sectionalism, made abolition a political issue, and prepared the way 
for the formation of an anti-slavery party. Distinguish between 
the anti-slavery men and the abolitionists. 

Note the leaders in the humanitarian and educational movements 
that occurred during this period and the reforms that were accom¬ 
plished. 

B. Westward Expansion to the Pacific. In the study of this 
period make clear to the pupils that slavery w r as a compelling factor 
in westward expansion, due to economic and political conditions 
and to the desire of the South to maintain in the Senate the balance 
of power between the free and the slave states. 

Trace the leading events in the United States in the struggle over 
the annexation of Texas. Account for the position of the North and 


the South on the question of annexation. Note the growing emphasis 
on the moral side of slavery—the Wilmot Proviso. Discuss the 
justice of the terms of the peace treaty. 

On maps trace the routes and overland trails to California. Make 
clear the influence of the discovery of go’d on its settlement, and 
show the obstacles met and the hardships endured by the “forty- 
niners.” Explain how California became a free state. Emphasize 
the effect of the debate of 1850 on the leadership of Webster, Clay, 
and Calhoun. Give the provisions of the Compromise of 1850 and 
make clear why it was considered a “finality.” 

Oregon: Compare the extent of the territory called Oregon in 
1844, 1848, and 1920; basis of the American and British claims; 
terms of the treatv of settlement with Great Britain. 

Show how our expansion to the Pacific resulted in an increased 
interest in our commercial relations with the far East, and account 
for their increasing importance. 


C. Economic Development. With maps show the location of the 
most important natura 1 resources and industrial centers of the 
United States. Stress the importance of raw materials and markets 
to the modern industrial stab 1 . Pictures and small models of the in¬ 
ventions of the Industrial Revolution will be helpful in making clear 
the tremendous changes in industry that resulted in the destruction 
of the domestic system. Show how the development of manufactures 
affected the growth of cities, immigration, expansion of the suffrage, 
development of transportation facilities. See that pupils clear"y 
understand the influence of the Industrial Revolution on national 
politics; in determining that the West would side with the East 
instead of with the South during the Civil War. 


D. The Period of Friction (1850-1860.) The period shows how im¬ 
possible it was to banish the slavery issue from the public mind. 

Show how the attempted enforcement of the Fugitive Slave Law, 
the activities of the “Underground Railway”, the publication of 
“Uncle Tom's Cabin”, relations with Cuba, and strugg’es for Kansas 
increased the feeling of sectionalism and proved that Congress was 
not able to settle the long controversy over slavery in the territories. 

The importance of the Dred Scott decision and why it became a 
political issue must be carefully considered. 

Account for the rise of the Republican party. Note its leaders. 
Show how the Lincoln-Douglas debates helped to make clear the 
slavery issues in the mind of the public. From the speeches and 
writings of Lincoln have the pupils work out the basic principles 
of Lincoln’s democracy. List the main planks in the Republican 
Party’s platform in 1860. Compare it with the Republican platform 
in the last national election. Give the result of the election of 1860. 


167 


VI. Civil War and Reconstruction 

A. The Two Sides. Compare the loyal states and the seceding 
states in area, population, and industrial strength. Use an outline 
map to show the free states and the sl ave states, indicating which 
ones did not leave the Union. This same map can perhaps be used 
to show the principal campaigns of the war. Make clear the feeling 
existing on both sides, pointing out how the South could be sincere 
even though standing for a principle that history has shov^n to 

have been wrong. 

Give some attention to the personality and the policies of the 
leaders on each side, noting particularly how Lincoln made himself 
the master of all. Show wherein the Confederate Government was 
like and unlike that of the Union. 

B. Campaigns. Show how the geography of the South—the moun¬ 
tains the Mississippi River, other rivers, and the railroads—affected 
the military movements of the war. Make clear the change necess¬ 
itated by the selection of Richmond as the Confederate capital. 
Emphasize the importance of the blockade as a means of reducing 

the South to submission. 

Do not spend too much time on the details of battles. The two 
or three battles or significant campaigns each year of the war wdi 
he enough. The foremost generals on each side— Grant, McClellan. 
Sherman, Sheridan, Lee, Jackson, and Johnston—deserve mention.. 

\ description of the battle of Gettysburg, fought on Pennsylvania 
soil and of the siege of Vicksburg, may afford useful comparisons 
with the methods of fighting used in the Revolutionary War and m 

the World War. 

C Other Factors. Show how the South's dependence upon agri¬ 
culture made it incapable of carrying on war most effectively, even 
though the loyalty of the slaves was of great help. Miow how e 
„ilrLd,, north and »»«, rontrib.M toward the ™ <”>»» 

Of either side. Make clear the disappointment ot the bout at the 
failure of England and France to do more than recognize the bell 

o-erency of the Confedeiacy. 

° Sh o W the means used by both sides to obtain soldiers for the army, 
and the activities of those at home to relieve and assist those in 
camp Make clear that the sentiment in neither North nor . on a 
was one hundred per cent loyal. The means of acquiring money to 
m-v on the war should be explained-loans, the issue ol greenbacks 
taxes and the like-ami the purposes of the establishment of national 
bank; pointed out. Compare the difficulties of the North and the 

South in this matter. 


•a 


168 


JJ. Results. Make clear the two questions settled by the war as 
far as war can settle anything—that peaceable secession is impos¬ 
sible under our Constitution and that slavery can no longer exist 
under our flag. Summarize the steps by which slavery was removed. 

Show the military and economic exhaustion of the South and the 
industrial progress of the North induced by the war. 

Show the impossibility of restoring friendly feeling between the 
sections at once; make clear how the death of Lincoln increased the 
bitterness of the North and was a real calamity to the South. 


E. Problems of Reconstruction. The things that ought to have 
been done can be summarized as: resumption of 'peaceful activities, 
reorganization of government and industry in the South, and re¬ 
conciliation of the two sections. Point out how readily the North 
returned to normal industrial progress and show the perplexities 
of setting free industry in motion in the South. Indicate why the 
political leaders in Congress left out of account the thought of re¬ 
conciliation. Make appropriate comparisons with the reconstruc¬ 
tion period after the World War. 


F. The Process of Political Reconstruction. Explain the ideas of 
Lincoln as far as we know them and the policies instituted by John¬ 
son. Show why Congress insisted upon a different policy. State the 
current theories of the political status of the South; explain the 
legislation actually enacted with reference to the restoration of the 
right of representation to the Southern states. In this connection the 
fourteenth and fifteenth amendments will need to be explained.. 
Perhaps some discussion of their wisdom will be in order. 

Incidentally, the quarrel between Congress and Johnson will be 
mentioned, with special reference to the impeachment as an illustra¬ 
tion of that provision of our Constitution. 

Make clear the effect of negro and carpet-bag government in the 
South and the resulting determination of the Southern whites to 
regain political power. The methods of the Ku-Klux-Klan need not 
be excused, though the circumstances giving rise to them should be 
understood. Show the steadily increasing dissatisfaction in both 
North and South with the use of Federal troops in the Southern 
states, until finally they were withdrawn by President Hayes. 

G. Party Politics. Trace the rising discontent in the Republican 
Party with the congressional measures of reconstruction, culminating 
in the ill-fated Liberal movement of 1872. Show how the numerous 
scandals of Grant’s presidency, personally honest though he was, 
caused a rapid increase of the Democratic vote. 

The disputed presidential election of 1876 should be explained, 
and it should be made clear that the electoral commission created 
to settle it was a body without constitutional authority. 


H . International Relationships. The attitude of the French Em- 
peror and the British Government, so unpleasant to the North, should 
he explained. But it should be noted that among the mass of the 
English people an appreciation of the real issues of the war was 
strong. The attitude of the American Government in the Trent 
Affair and the Alabama Claims should be made clear. Russia’s 
friendly policy and the resulting purchase of Alaska deserve mention. 
Do not overlook the successful application of the Monroe Doctrine 
to the French Emperor’s venture in Mexico. 

Suggest the seriousness of the disagreement of the governments 
of the United States and of Great Britain prior to 1871, and empha¬ 
size the great importance of the treaty in Washington as a landmark 
in the peaceable settlement of international disputes. Indicate the 
conclusions reached in each matter involved in each treaty. 

An explanation of affairs in Cuba during Grant’s presidency will 
help to make clear some of our later policies toward that island. 

VIT. Industrial, Political, and Social Progress (1870-1914) 

This period inevitably overlaps any other division of time that can 
he made. Probably it will be best to take up all the other topics re¬ 
lating to this general subject between the dates mentioned, leaving 
the international relations of the country to be considered later. 

A. Changes in Industrial Conditions. Make clear the marvelous 
changes in methods and conditions in every form of industrial 
activity. Call special attention to the many inventions which have 
now come to seem necessities—the telephone, the electric railway, the 
automobile, and the like. Show how this helped tremendously to 
encourage the growth of factories and the doing of business on a 
large scale. Do not forget to make clear the importance of the use 
of machinery in agriculture; how it madet possible the enormous 
farms of the West, and helped to compensate for the exodus of 
young people from the farms to the cities. 

In connection with this the conservation problem will naturally 
arise. Point out the conflicting interests of those whose object is 
to get rich by the exploitation of natural resources and those who 
look to the future and the needs of those who are to come after us. 
Learn to appreciate the services of Roosevelt, Pinchot, and Van Hise 
in helping the public to understand this problem. 

B. The Growth of Big Business. Trace the process of formation 
of great industrial enterprises. Show the special fitness of the cor¬ 
poration for handling business of this kind, and explain the tenden¬ 
cies which led to the formation of trusts. The Standard Oil Com¬ 
pany serves as a popular illustration of this policy, but it need not- 
be stigmatized as the worst, of. all offenders,. 

n . -.1 


170 


The railroads serve also as an example of centralization of busi¬ 
ness. Show, probably by maps, the integration of great railroad 
systems. Explain the objectionable practices which caused the rail¬ 
roads to become unpopular and led to restrictive legislation. Show 
why state regulation was insufficient, so that Congress had to begin 
a new exercise of its power to regulate the interstate commerce. 
The laws of 1887, 1903, 1906, 1910, and 1920 in regard to interstate 
commerce are of special importance. 

The various acts for the regulation or prevention of trusts should 
also be mentioned. Explain the Sherman Act of 1890, its first serious 
attempt at enforcement under Roosevelt, and the relatively small ac¬ 
complishments of this enforcement; also the Clayton Act of 1914. 

C. The Relations of Labor and Capital. Discover reasons why 
large scale production inevitably creates relations between employers 
and workers entirely different from those prevailing under earlier 
conditions. Trace tin* organization of trades unions, sometimes con¬ 
temporary with and sometimes the result of the combinations of 
capital, through their expansion into national and international 
unions. Explain the comparative failure of the Knights of Labor 
and the success of the American Federation of Labor. 

The details of numerous strikes and lockouts and the disorders 
often attending them make unpleasant stories, but the causes and 
the results of the important ones deserve discussion. Important 
dates in this connection are 1887. 1892, 1894, 1902, and 1916. The 
passage of the Adamson Act in 1916 is an illustration of the influence 
acquired by railroad brotherhoods. It is desirable to urge tact and 
fair-mindedness in the discussion of these questions. 


/). The Development of Sections and Communities. 1. The 
West. Enumerate the calls of the West to the enterprising or dis¬ 
satisfied American—its mineral resources, its fertile soil when touch¬ 
ed by the water, the attractive climate of many districts, the op¬ 
portunity to get a new start, the chance that a man would be judged 
by what he could do himself. Make clear the part played by trans¬ 
continental railroads. Give credit due to men like James J. Hill, 
who had the vision to see what the West might become. Mention 
the importance of irrigation and the means adopted through pri¬ 
vate enterprise or national assistance to construct irrigation sys¬ 
tems. 


Bring out the open-mindedness of the West politically and its 
willingness to adopt new ideas, such as the initiative, referendum, 
and recall, and its early acceptance of woman suffrage. 

Show the effect upon wealth and prices resulting from the absorp¬ 
tion of most of the land available for free distribution under the 




171 

Homestead Acts. The growth of such business and commercial cen¬ 
ters as Los Angeles, San Francisco, Seattle* Portland, Salt Lake 
City, and Denver deserves mention. 

2. The South. Make clear the wonderful change of the South 
from a purely agricultural neighborhood to one which is rapidly be¬ 
coming a region of varied industry. Show the advantages of the 
South for cotton manufacturing and point out the changes wrought 
by the working of its iron and coal deposits and lumber resources. 

Study the services rendered by such men as Booker T. Washington 
in pointing out to the negroes their true way of opportunity and ad¬ 
vancement, and give due credit for what the negro has accomplished 
in rising from the conditions forced upon (him by slavery. Show the 
value of the closer relations between the North and the South re¬ 
sulting from industrial investments and travel. Make clear why the 
South politically has, with rare exceptions, stood by the Democratic 
party. 

3. The Growth of Cities. Explain the tendencies, industrial, 
social, and political, that have attracted people into the great cities. 
Show the effect of railroads upon them and the special conditions 
which brought about the establishment and development of parti¬ 
cular cities. Show how the congestion of population, the influx of 
many foreigners, and the lack of acquaintance with one’s neighbors 
open the way to evils typical of city life. The political scandals and 
corrupt government with which many large cities have been afflicted 
should he mentioned and remedies suggested. 

E. Tariff Legislation, Explain why the Civil War tariffs were con¬ 
tinued after the war and the difficulties in securing reductions. 
Bring out the fact that until the time of Cleveland party opinion on 
the tariff was not crystallized to the extent that lie forced it to be. 
Without going into details of rates and schedules, point out the 
distinctive features of the acts of 1890, 1894, 1897. Show how the feel¬ 
ing that duties were too high was partly responsible for the division 
of sentiment of the Republican party which came to a head during 
Taft’s administration. In the same way as before, the chief character¬ 
istics of the Acts of 1909, 1913, and 1922, should be made clear. 

F. Financial Problems. Explain the arguments for and against 
resumption of specie payment, which went into effect in 1879; the 
fallacy underlying the theory of the Greenback party. 

It may be difficult to make clear to every pupil the principles 
involved in the discussion over silver coinage. Yet the reasons for 
the Act of 1873, which unintentionally was responsible for much 
later discussion, can be explained and the mistaken theory under¬ 
lying much of later legislation made clear. Show that the world was 


172 


moving toward the use of gold ns a single standard in its currency, 
and that many Americans failed to realize that this country could 
not safely have a different standard of coinage from other civilized 
nations. The features of the Bland-Allison Act of 1S78, and the 
Sherman Silver Purchase Act of 1.890, the repeal of the purchase 
clause in 1893, the famous “16 to V’ campaign of 1892-1896, and the 
Gold Standard Act of 1900 need mention. 

Show some of the weaknesses in the banking act of 1863 and the 
various provisions about paper currency which were partly re¬ 
sponsible for the seriousness of some of our financial panics. Make 
clear the chief features of the great Federal Reserve Act of 1913 under 
which we are now working. 

Perhaps under this heading may be properly mentioned the 

financial panics or business depressions of 1873, 1893, 1897, 1907, 

and the less serious ones of later years. Point out the causes of 

these, as far as they can be determined, and the foolishness of putting 

the blame for panics upon the political party which was in power 

when thev came to a head. 

«/ 

(r. Party History (1877-1913 ) . Indicate the relatively slight dif¬ 
ference in the platforms of political parties in many of our presi¬ 
dential campaigns, resulting in the casting of ballots by the voters 
on the basis of party membership or preference for an individual 
candidate, rather than on the merits of a distinct issue. Show the 
development of party organization leading to factional fights within 
parties, especially in the Republican party in the years around 1880. 
Bring out the increased interest in a clean civil service and the 
progress made toward civil service reform under Cleveland, Roose¬ 
velt, and later presidents. 

Show the effect in particular elections of Cleveland’s attack on the 
protective tariff, Bryan’s dramatic silver campaign,'the personal 
popularity of Roosevelt, and the rise of the insurgent or progressive 
movement of the Republican party. The 1912 election, which gave 
the Democratic party its greatest opportunity in half a century, de¬ 
serves special attention, and the reasons for the collapse of the Pro¬ 
gressive party movement should be explained. Emphasize the tend¬ 
ency everywhere, particularly in the West, for voters to become less 
restricted by party names. 

Perhaps in this connection the rise and expansion of the Socialist 
party may be appropriate. 

II. Race Problems. Make clear the difference between the im¬ 
migrant of the middle of the nineteenth century and the typical im¬ 
migrant from the period of 1880 onward in racial inheritance and 
adaptability to American institutions. Point out the tendency of 
almost all peoples of whatever European ancestry to retain to some 


173 


extent the prejudices inherited from European ancestors. Bring 
out the effects upon our political, social, and industrial life of these 
prejudices, of low standards of living, and of incapacity for assimila¬ 
tion into American society. Mention the chief provisions of the 
various laws regulating immigration. Discuss the present law. 

Trace the changed attitude of the Californians toward the Chinese 
lrom welcome to hostility, pointing out the reasons for the change. 
Explain the more recent controversies with Japan over questions 
affecting Japanese on the Pacific Coast, pointing out why it has not 
been possible to deal with the Japanese immigration in just the same 
way as the Chinese. 

Make clear that the feeling between the whites and the blacks is tin 
same under similar circumstances whether it be North or South 
Lynching and race riots have not been limited to states where the 
negro population is the largest, though naturally more numerous 
in such states. Notice the political expedients by means of which 
the negro vote in the South has been made ineffective. 

In the discussion of all these race problems emphasize the need of 
harmonious adjustment. 

/. Movements for Social and Industrial Reform. Bring out the 
constantly rising feeling that the welfare of all the people deserves 
more consideration than the selfish interests of any group, and that if 
the rights of property owners conflict with the well-being of individual 
citizens the latter must have first consideration. This desire for 
social justice was one of the causes of the Progressive movement of 
1910-1912 and would have doubtless given that party longer life if 
the other parties had not realized its significance. Probably a de¬ 
tailed discussion of most of the questions involved under this topic 
belongs in our Problems of Democracy course, but the fact of its rise 
and the principal phases of its progress are events in history as well. 
Workmen’s Compensation Acts, laws regulating the conditions of 
labor for men as well as for women and children, tenement house 
laws, and Mothers’ Compensation Acts, are examples of this legisla¬ 
tion which has resulted from the humanitarian tendencies of recent 
years. 

Special attention should be given to the progress of education: the 
growth of our public school system, the development of public 
libraries, the community center idea, and the other plans for social 
improvement. The prime importance of such factors in the pros¬ 
perity of the farm must receive notice. 

Emphasize the movements for the promotion of higher standards 
of morals and conduct. Tire demand for stricter laws governing 
marriage and divorce and the movement for prohibition of the 
liquor traffic deserve careful attention. . 


174 


Political changes resulting from the demand for social and in¬ 
dustrial reform have been numerous. The income tfix amendment, 
resting on a desire to put the burden of taxation on those who can 
bear it; the popular election of United States senators; due to a wish 
to make the entire government representative of the people directly; 
the constantly increasing adoption of the initiative, referendum, and 
recall and of the commission and city manager plans of government; 
and the granting of equal suffrage to women, hastened though it was 
by the political exigencies of the 1920 campaign, are all inevitable 
outgrowths of a popular spirit demanding equality and real de¬ 
mocracy. These facts must be recognized, whether or not we believe 
fully in the wisdom of any particular proposition. 


VIII. The United States as a World Power (1898-1921) 

A. The Doctrine of Isolation. Explain the belief of the average 
American for many years that the United States could and ought to 
keep itself from any connection with international problems outside 
of its immediate geographical relationships. Point out the abandon¬ 
ment in part, perhaps unconsciously, of this isolation policy during 
the ’80s and ’90s. Mention Secretary Blaine’s aggressive diplomacy, 
the intervention in Samoa, and the Hawaiian Annexation Treaty of 
1893. Show how Blaine’s Pan-American policy and the interpreta¬ 
tion of the Monroe Doctrine by Cleveland and Olney in the Venezuela 
boundary dispute indicated a determination to adopt a policy of 
New World leadership which would inevitably lead to wider inter¬ 
national contacts. 

B. Bpanisli-American War. Name the various motives which 
caused the United States to go into conflict—our interest in Cuba, 
the destruction of the Maine and other reasons perhaps less credit¬ 
able. The military and naval story of the war, centering around 
Manila and Santiago, can be told very briefly. The drawing up of the 
protocol and the making of peace will also be easy to relate. 

C. Colonial Responsibilities . Point out the unexpected result of 
tlie war in the acquisition of the Philippines and explain the un¬ 
willingness of some Americans to accept the responsibility for the 
administration of Philippine affairs. Show how this was carried on, 
the opposition of the natives suppressed, and finally a large measure 
of self-government bestowed on the Islands. In the same way indicate 
our policy toward Porto Pico. See that the pupils understand 
clearly our relations to Cuba, where we assumed responsibilities for 
maintaining order but did not acquire any title to ownership. 

D. Our Asiatic Policy. Bring out the opportunity and obligation 
afforded us by reason of our presence in the Philippines to have a 
voice in affairs of the Far East. The suppression of the Boxer 


rebelliou and the subsequent settlement of the Chinese affairs are 
important. Set forth the service of John Hay as Secretary of State 
and the fairness and effectiveness of his open-door policy in China. 

Show the reasons for the perpetuation of good-will between the 
United States and Japan and explain why any misunderstanding has 
arisen between the two countries. Speak of the “gentlemen’s agree¬ 
ment” between the two nations and their honorable adherence to it as 
evidence of the desire of the two governments to be fair and reason¬ 
able. 

E. The Panama Canal. Give the arguments urged in the United 
States at the end of the 19th century in favor of a Central American 
canal, and show why the French undertaking failed. Explain the 
reasons for and the provisions of the Hay-Pauncefote treaty. 

Relate the circumstances connected with the efforts to make a 
treaty with Colombia and explain the outcome—the secession of 
Panama and the Bunau-Varilla treaty. Tell the story of the 
American construction of the canal as a proud accomplishment ol 
the American government itself. 

To make the story complete, add a discussion of the canal tolls 
argument with Great Britain and the treaty paying compensation to 
Colombia. Show why Great Britain’s position on the tolls question 
was not mere wanton interference in a purely American matter. 

F. American Relations with the rest of the New World. Explain 
the reason for our interest in Mexico because of geographical near¬ 
ness and other causes. Indicate why there was some demand for 
American intervention when conditions in Mexico were so disordered. 
Show why Wilson adopted a policy of “watchful waiting” and dis¬ 
cuss whether it turned out well. 

Point out the responsibilities forced upon the United States by a 
broadly interpreted Monroe Doctrine, when the so-called republics of 
Central America and the West Indies would not or could not pay 
their debts or keep order. Specify the action of the American 
Government under Roosevelt, Taft, and Wilson in connection with 
Cuba, San Domingo, Haiti, and Nicaragua. 

Make it clear that the Monroe Doctrine is not so thoroughly popular 
in Mexico and in Central and South America as in this country, and 
why. Try to find time for a survey of the main facts in the history 
of the other New World republics, pointing out improvement in 
political self-control and industrial well-being. 

Give some attention to the economic and commercial possibilities 
of these countries, noting especially the A. B. C. powers. 

G. Movements for World Peace. Show why the United States was 
interested in the Hague Peace Conferences and disappointed that they 
were not more fruitful in proposing means oi preventing war. Note 


our effort to recognize the Hague Court by promptly referring to it 
an important dispute with Mexico of long standing. 

Point out Roosevelt’s personal services in ending the Russo- 
Japanese War, and indicate his views that preparedness, especially 
naval, was a “big stick”, the possession of which would help to keep 
peace rather than to provoke hostilities. 

Note the arbitration treaties for which Roosevelt and Root were 
responsible, and the more far-reaching ones proposed by Taft, most of 
which failed because of senatorial opposition. Observe a partial 
change of front by the Senate, which made possible the ratitication of 
many arbitration treaties prepared by Secretary Bryan. 

H. The World War. A detailed history of late events in 
Europe is not necessary; but a knowledge of the Triple Al¬ 
liance and the Triple Entente, of the threatening possibilities in the 
Balkans and other danger points, and of the burdensome military 
policies of the European nations is essential to the understanding of 
a war which, though feared and predicted by keen observers, came as 
a shock to most of the world. The circumstances of Austria’s ulti¬ 
matum to Serbia, the German declarations of war and invasion of 
Belgium, the entrance of each of the great nations into the war, 
and the general course of events up to 1917 should be traced in broad 
outline. 

Make clear the reasons for a division of sentiment in this country 
and a lack of concern at first as to its outcome. Show how public 
opinion was turned toward the Allies by German atrocities in 
Belgium and France and by the inhuman submarine warfare, of 
which the Lusitania case was a shocking example, as well as by fires 
and explosions in American factories, which could hardly have been 
all accidental. Observe that the uncertainty of the public mind was 
reflected as late as the election of 1916, when many voted for Wilson, 
especially in the West, because “he kept us out of war”, while others 
supported him in endorsement of the strong tone of his notes to 
Germany. 

Trace the steadily rising tide of feeling against Germany because of 
her broken promises and disregard of our rights as a neutral nation, 
until when President Wilson recommended a declaration of war he 
was heartily supported by the great mass of the people. Make clear 
the twofold motive of America in the war, to assure that American 
rights would be safeguarded now and in the future, and to save the 
cause of democracy and civilization from possible disaster. “Persh¬ 
ing’s Crusaders” Avas not an inappropriate term. 

Show that, outside of the navy, we had to build up our fighting 
machinery after getting into the war. The mobilization of industry 
for war purposes, the borrowing of many billions of money from the 
people through the Liberty Loan«. W- Selective Service Acts, which 


177 


took nearly 4,000,000 young men out of civil life, the construction of 
merchant ships to carry needed supplies across the Atlantic, the 
putting of an army of 2,000,000 men in France before our Allies be¬ 
lieved it possible, are accomplishments to be proud of. 

Such names as Cliateau-Thierry, St. Mihiel, and the Argonne will 
suggest the fields of action which will go down in our .history with 
the places made famous in other wars. Give due ‘credit 
to the messages and addresses of President Wilson, which set forth 
American ideas in choice language and gave to the allied cause a 
moral fervor which had not before found effective voice. 

/. The Peace and the League of Nations. Point out the relative 
suddenness with which the collapse of the central powers occurred, so 
that the victors did not fully know their own mind about the terms of 
peace, since neither President Wilson’s “Fourteen Points” nor any 
other statement from allied leaders had been specific in detail. 
Show also that the completeness of the victory (except that German 
soil had not been invaded) encouraged the temptation to gratify 
greed and revenge rather than to seek a settlement based solely on 
justice and the permanent preservation of peace. Note also the con¬ 
flicting views and interests of so many nations, which made it in¬ 
possible to satisfy everybody. 

Study the principal terms of the Treaty of Versailles, especially the 
proposed League of Nations, and note briefly the steps by which it was 
ratified and put into operation. Perhaps the unpleasantness of the 
controversy over its acceptance by this country is too recent to permit 
final judgment on many of its phases; but the principal motives— 
some political, some personal—which inspired the Senate to insist 
on reservations which President Wilson would not accept can be 
stated, along with the chief arguments for and against its ratifica¬ 
tion. 

Urge the pupils to pay close attention to current or future de¬ 
velopments in connection with the peace settlement or any form of 
international association or cooperation to prevent war; for ex¬ 
ample, the various treaties growing out of the Washington Confer¬ 
ence, 1921-22. 

J. Another Era of Reconstruction. Show that the hostile feeling 
awakened by the war delayed in both Europe and America a return 
to peaceful conditions, and that the reaction from the sacrifices re¬ 
quired by the war tended to breed extravagance and selfishness. 
In nearly all the allied nations, the administration in power suffered 
defeat in the elections held in 1919 and 1920. Note that the political 


12—S 


178 


differences between the President and Congress after March 4, 1919, 
retarded the progress that otherwise might have been made toward 
“normalcy”. 

Labor disturbances such as the coal strike in 1919, and attempts 
at their settlement such as the industrial conferences at Washington, 
deserve mention. The provisions of the Each-Cummins Act of 1920 
with references to the railroads should be explained. Point out the 
tendencies leading at first to an undue continuance of war prices 
and later toward business stagnation, and show that recovery from 
such conditions must be gradual rather than sudden. Show why 
the agricultural interests of the country first felt the press of low 
prices. See that the class become interested to follow closely and 
intelligently tariff legislation and other measures for industrial 
reorganization. The Washington Conference, 1922, with its result¬ 
ing treaties, deserves careful consideration. 


TOPICAL OUTLINE FOR REVIEW 


I. The Westward March of Civilization 

A. Occupying a new continent 

1. Forces leading to exploration and d'scovery 

a. Political 

b. Economic 

c. Intellectual 

2. Discoveries and exploration 

a. The voyages of Columbus, the Cabots, Magellan, and Vasco da 

Gama 

b. The development of geographical knowledge concerning North 

America by the Spanish, French. Dutch, and English explorers 

3. Colonization 

a. European conditions fnvoiing colonizat on 

b. Permanent settlements made by the English, French, Dutch, and 

Spanish nations 

4. Colonials cross the Alleghenies 

a. Tennessee—William Bean 

b. Kentucky—Daniel Boone 

B. Growth of territory 

1. Territory of the United States in 1783 

2. Louisiana Purchase, 1803 

3. Florida, 1819 

4. Westward to the Pacific—slavery a conscious factor in westward ex¬ 
pansion 

a. Annexation of Texas, 1845 

b. Territory acquired through the Mexican War, 1848 

c. Gadsden Purchase, 1853 

d. Settlement of the Oregon boundary question, 1846 

e. Purchase of Alaska from Russia, 1876 

5. The rise of our colonial empire 

a. Annexation of Hawaii, 1898 

b. Acquisition of Porto Rico, the Philippines, and Guam at close of 

Spanish-American War, 1898 

c. Acquisition of Panama Canal strip, 1904 

d. Purchase of Danish West Indies, 1917 

C. Discovery and exploration of new lands: the work of Lewis and Clark, 
Pike, Dr. Whitman, John C. Fremont 

D. Governmental policy toward new acquisitions 

1. Organization of the Northwest Territory—Ordinance of 1787 

2. Disposal of public lands in the west 

3. Granting of territorial government to Hawaii, Alaska, and Porto Rico 

4. Our colonial policy in the Philippines 

5. Our policy of protectorates—Haiti, Santo Dcmingo, Nicaragua 

E. Advance of the people 

1. Occupation of the Mississippi Valley 

2. Extension of the southern planting system to the southwest 

3. Growth of the far west after 1860 


180 

4. Immigration 

a. Nationalities represented in the original groups 

b. Coming of the Irish, Scandinavians, and Germans in che middle 
of the nineteenth century—causes, results 

c. Immigration and immigration questions after 1800 

(1) Change in nationalities 

(2) Changes in economic opportunities 

(3) History and problems of Asiatic immigration 

(4) Restrictions on immigration 

5. Center and frontier of population 

a. Increase in density of population 

b. Growth of urban population 

c. Westward movement of the center of population 

d. Disappearance of the frontier—effect upon national life 


II. The Development of Our Democratic Government 

A. State Governments 

1. Colonial systems of government 

2. Colonial governments become state governments as a result of the 
Revolutionary War—State constitutions formed 

3. State governments under the Articles of Confederation 

4. State governments under the Constitution 

a. Powers in general 

b. Increased democratic control after Jacksonian era 

c. State vs. National Government—State rights, nullification, se¬ 
cession, Civil War and its results 

d. Development since the Civil War—initiative, referendum, recall, 
direct primary 

B. National Government 

1. United control of the colonies by Great Britain 

2. Steps in the development of an independent nationality 

a. New England union 

b. Albany convention—Franklin’s plan 

c. Stamp Act Congress 

d. Committees of Correspondence 

e. First and Second Continental Congress 

f. Declaration of Independence 

g. Articles of Confederation 

h. Constitution 

3. National government under the Constitution 

a. Analysis of the Constitution 

b. Extension of the pt wer of the national government by interpre¬ 
tation of. the Constitution—Hamilton, Marshall 

c. Effect of the Civil War in strengthening the national government 

d. Strengthened nationalism goes hand in hand with greater democ¬ 
racy 

(1) Jeffersonian democracy 

(2) Jacksonian democracy 

(3) Civil War—13th, 14th, and 15th amendments 

(4) 17th and 19th amendments 


181 


III. The Rise and Growth of Political Parties 

A. Before the Civil War 

1. Origin of political parties in the United States 

2. Federalist vs. Jeffersonian Republican, 1790-1816 

3. Leaders 

a. Federalist—Hamilton, John Adams, John Marshall 

b. Jeffersonian Republican—Jefferson, Madison, Monroe 

4. “Era of Good Feeling,’’ 1816-1824. No organized party opposition 

5. Democrat vs. Whig, 1832-1856 

6. Leaders 

a. Whig—Clay, Webster 

b. Democrat—Jackson, Calhoun 

B. After the Civil War 

1. Republican vs. Democrat, 1856—present 

2. Leaders 

a. Republican—Lincoln, Blaine, McKinley, Roosevelt 

b. Democrat—Tilden, Cleveland, Bryan, Wilson 

3. Minor political parties 

IV. Economic Development of the United States 
A. Agriculture 

1. Colonial agriculture 

a. Land holding in New England and the Middle Colonies 

b. Land holding in the Southern Colonies 

c. Labor force 

(1) In the northern colonies every man a worker—slavery im¬ 

practicable 

(2) In the south, character of colonists and climate make a 

cheap labor supply indispensable—negro slavery introduced 
in 1619 

(3) Indentured servants 

(4) Invention of the cotton gin (1793) ; effect of the introduc¬ 

tion of cotton culture upon slavery 

d. Social life 

(1) Democratic life in the northern colonies,—work honorable, 

workers own the land 

(2) Society aristocratic in the South, workers have no share in 

the ownership of the land 

2. Agriculture in the nineteenth century 

a. The public lands 

(1) Origin and importance of the public lands 

(2) Economic effects of the Homestead Act, 1862 

b. Northern agriculture to 1860 

(1) The long continued wars in Europe create foreign demand 

for American products 

(2) The cultivation of the Ohio Valley stimulates internal im¬ 

provements 

(3) Traffic down the Mississippi river 

(4) Improvements in farm implements 


182 


c. Southern agriculture to 1860 

(1) Extensive cultivation of cotton based on slave labor 

(2) The evils of slavery 

d. Effect of agriculture upon politics before the Civil War 

(1) Free states vs. slave states 

e. Effect of the Civil War on agriculture 

(1) Dislocation cf southern industry—agriculture 

(2) Great impetus given in the North to the manufacturing -of 

agricultural machinery 

(3) The farmer and the railroads 

(4) The Granger movement 

(5) The war tariffs and their effects on agriculture 

(6) Organization of the Department of Agriculture, 1862 and 

its work 

(7) The problem of freight rates 

f. Present agricultural problems 

(1) Regeneration of the South 

(2) Irrigation and reclamation 

(3) Need of intensive farming 

(4) Cheaper means of transportation 

(5) Our relations w r ith Canada 

B. Communication and Transportation 

1. Early methods of communication and transportaticn 

a. Rivers supply highways for early colonists: Value and import¬ 
ance of portages 

b. The sea an important means of communication 

(1) Numerous harbors develop seaports 

(2) Effects of excellent water communication 

c. Colonial roads 

d. The postal system 

(1) First general postal system, 1775 

(2) Later improvements in the mail service 

(3) Advantages of cheap and efficient postal service to the nat on 

e. Three important periods of transportation 

(1) The turnpike period, from Revolutionary War to 1812 

(2) The river and canal period, 1816-1840 

(3) The railroad period, from 1840 to the present day 

(4) Contrast between tlie railroads of the South and of the North 

before the Civil War 

(5) Intense activity in railroad building, 1860-1880 

(6) The period of consolidation 

(7) Later attempts to strengthen the Interstate Commerce Com¬ 

mission 

2. Rapid extension of transportation and communication facilities in the 
twentieth century 

C. Industry 

1. Colonial industry—products, tools, and methods of work 

2. Industrial Revolution in England 

a. Revolution in methods and means of work—principal inventions 

b. Effect upon the individual, the community, the nation 


183 


3. Introduction of the industrial revolution into America: Development 
of the factory system in the north 

4. Character and location of industry before the Civil War 

5. Development since the Civil War 

a. Character 

b. Industrial centers 

c. Extension of industrial system to the south 

6. Rise and development of trusts 

a. Large scale production 

b. Tendency of business to organize to control staple products 

c. The modern business, corporation: its characteristics, methods 

of raising capital, effects on labor and on politics. 

7. Rise and development bf organized labor 

a. Growth of organized labor 

(1) Early phases before the Civil War 

(2) Knights of Labor 

(3) American Federation of Labor—policies, politics, contests 
with radicals 

b. Problems of today 

(1) Contests between labor unions and capitalists 

(2) Safeguarding the interests of the public 

c. Employers’ attempts at solution of problems 

(1) Profit sharing 

(2) Stock distribution 

(3) Shop councils 

(4) Welfare work 


V. Governmental Control of Economic Forces 

A. Public utilities 

1. Growth of utility companies at close of 19th century 

2. Tendency to water stock 

3. Corrective measures 

4. Functions of state public service commissions 

5. Federal public service commission, 1887 

6. Railroad commission, 1916 

7. Government operation of railroads during the war 

B. Trusts and Monopolies 

1. The Sherman Act, 1890 

To protect trade and commerce against unlawful restraints and 
monopolies 

2. Bureau of Corporations, 1903 

3. Federal Trade Commission, 1914 

4. The Clayton Act, 1914 

C. Currency 

1. Colonial 

2. Revolutionary 

3. Under Articles of Confederation 

4. Under the Constitution , , 


184 


D. Finance 

1. Colonial finance 

Barter, substitutes used for money, coins, colonial paper money 

2. Revolution to confederacy 

a. Depreciation of the currency 

b. Domestic and foreign loans 

c. Effort to secure a national tax 

d. Bank of North America 

3. Early National finance, 1788-1861 

a. Taxation 

(1) Slaves taxed up to 1808 

(2) Excise tax on whiskey 

(3) Direct taxes 

b. Coinage 

(1) Congressional power to coin money 

(2) Mint established at Philadelphia 

c. Treasury Department: Hamilton’s financial measures 

d. First United States Bank, 1791 

e. Second United States Bank, 1816 

(1) Jackson’s war on the Bank 

(2) “Pet banks” 

f. Independent treasury 

(1) Failure of pet banks 

(2) Panic of 1837 

(3) Independent Treasury established. 1840 

4. Civil War Finance 

a. Early measures 

b. Civil War greenbacks and specie payment 

c. Legal Tender Act, 1862 

d. National Banking Act, 1863 

5. Finance after the war 

a. Character of the debt of Civil War 

b. Greenbacks and resumption 

c. Banking and taxation 

d. Later war finance 

(1) Spanish-American War 

(2) World War 


E. The Tariff 

1. British colonial system 

2. First tariff under the Constitution 

3. The American system 

a. The new government’s need for money 

b. Need for protecting “infant industries” 

c. High protective tariff, 1816-24 

4. Other protective tariffs 

a. “Tariff of Abominations”, 1828 

b. Tariff of 1832 

(1) Nullification by South Carolina 

(2) Clay’s Compromise Tariff 

5. Development to Civil War—attitude of South and West 

6. Republicans and Civil War tariffs 


185 


7. Revival of tariff controversy under Cleveland 

8. Tariff legislation after 1890 ; 

a. McKinley bill, 1890 

b. Wilson bill, 1893 

c. Dingley act. 1897 

d. Payne-Aldrich act, 1909 

e. Underwood bill, 1913 

f. Recent legislation 

• > \ 

VI. Intellectual and Social Progress ' ! 

A. Elementary Schools • 

1. Colonies 

a. Puritan public schools in New England 

b. Private schools 

c. Schools founded by religious sects 

d. Private tutors in the South 

2. Northwest Territory 

3. Horace Mann and his work 

4. Child labor laws 

a. State legislation—Pennsylvania 

b. Federal legislation 

5. Vocational training 

B. Secondary Schools 

1. First high school established in Boston, 1821 

2. Rapid spread of high schools after the Civil War 

O. Colleges and Universities: Harvard* Yale, Princeton, Pennsylvania, 
Columbia, all before 1800 

D. Educational Agencies 

1. Business schools 

2. Correspondence schools 

3. Y. M. C. A. ' ■ 

4. Corporation schools 

E. Moral Development 

1. Slavery 

a. Opinions of the colonists 

b. Revised views due to economic factors 

c. The Abolition movement 

2. The Liquor question 

a. Colonists’ views 

b. Whiskey Insurrection 

c. Prohibition movement 

3. The divorce evil 

F. Laws for the control of labor conditions 

1. ^Safety requirements for labor in mines, in factories, and on railroads 

2. Protection of working women and children 


ISC 


VII. Foreign Relations of the United States 

A, American Policies 

1. Declaration of Independence 

2. Washington’s contributions 

a. Neutrality proclamation, 1793 

b. Farewell address, 1790 

3. Monroe Doctrine 

4. Lincoln’s contributions 

a. Oonciliation—The Trent Affair 

b. Enforcement of neutrality 

(1) The Alabama Case 

(2) Doctrine of conrinuous voyage 

5. Wilson’s contributions 

a. Neutrality 

b. Internationalism 

(1) The fourteen points 

(2) Idea of a league of nations 

B. Foreign Relations 

1. With France 

a. Treaties 

b. Agreements and conventions 

2. With England 

a. Wars 

(1) Revolution—Treaty of Paris, 1783 

(2) War of 1812—Treaty of Ghent, 1814 

b. Boundary disputes 

(1) Northeastern—Webster-Ashburton Treaty, 1842 

(2) Northwestern—Treaty of 1840 

(3) The Great Lakes: Convention relating to naval forces on 
the Lakes, 1817 

c. Commercial Relations 

(1) Treaty of Commerce and Navigation, 1815 

(2) Convention respecting fisheries, 1818 

(3) Clayton-Bulwer Treaty, 1850 

(4) Treaty of Reciprocity, 1854 

(5) Treaty for the suppression of the slave trade 
(0) Bering Sea Controversy: Treaty of 1892 
(7) Hay-Pauncefote Treaty, 1901 

d. Claims: Alabama Claims—Treaty of Washington, 1871 

e. Has Arbitration Prevented War? 

Experiences of United States and Great Britain 

(a) Webster-Ashburton Treaty 

(b) Oregon Boundary Treaty, 1840 

(c) Treaty of Washington, 1871 

(d) Venezuela Affair 

3. With Germany 

a. Rights of neutrals 

b. Violations of international law 

c. Participation in the World War 

d. Treaty of peace, 1921 

4. With Central and South America 

a. Instances of application of the Monroe Doctrine 

b. Pan-American Union 


187 


5. Problems of the Pacific 

a. Part of tlie U. S. in the opening up of China and Japan 

b. John Hay’s “open door policy” 

c. The Samoan controversy 

d. Treaties of Washington, 1922 

6. Relations with other nations 

a. Treaties of commerce, amity, and navigaticn 

b. Extradition of criminals 

C. Treaties of Importance 

1. Treaty of Paris, 1783 

2. Webster-Ashburton Treaty, 1842 

3. Clayton-Bulwer Treaty, 1850 

4. Treaty of Washington, 1871 

5. Hay-Pauncefote Treaty, 1901 

6. Treaty with Germany, 1921 

, 7. Treaties of Washington, 1922 

BIBLIOGRAPHY 

Part I. The Point of View. 

Dunn , A. W., —Community and Citizen (Introduction)—Heath. 

Hartwell, E. G .—Teaching of History—Houghton 

—Historical Outlook (magazine)—McKinley 
Johnson, Henry —Teaching of History in Elementary and Secondary 
Schools—Macmillan 

Keatinge, M. W .—Studies in the Teaching of History—Black (London) 
McMurry, C. A .—Special Method in History—Macmillan 
Simpson, M. E. —Supervised Study in American History—Macmillan 
Stevens, R. —The Question as a Measure of Efficiency—Teachers College 
Strayer, G. A. —Brief Course in the Teaching Process—Macmillan 
Tryon, R. N .—The Teaching of History in Junior and Senior High 
Schools—Ginn 

U. S. Bulletins —Social Studies in Secondary Education—1916, No. 28— 
Cardinal Principles of Secondary Education—1918, No. 35 
Wayland, J. W. —How to teach American History—Macmillan 

Part II. A Small High School Library in American History 
Adams d Sumner —Labor Problems—Macmillan - 

Andrews, C. M .—Colonial Self-Government (American Nation Series) 
Harpers. 

—The Colonial Period (Home University Library)—Holt 
Babcock, K. C. —Rise of American Nationality (American Nation Series) — 
Harpers 

Bourne, E. G. —Spain in America (American Nation Series)—Harpers 
Brown, TV. G. —Andrew Jackson—Houghton 

Bruce, Philip A ,—Social Life of Virginia in the Seventeenth Century— 
Richmond. 

Bryce, James —The American Commonwealth, 2 vol.—Macmillan 
Channing, Edward —The Jeffersonian System (American Nation Series) — 
Harpers 

—History of the United States, 5 vol.—Macmillan 


188 

Cheyney, E. P. —European Background of American History (American 
Nation Series)—Harpers 

Commons, John R. (editor)— Trade Unionism and Labor Problems—Ginn 
Earle, Alice Morse —Customs and Fashions in Old New England—Houghton 
Eggleston, Edward —Beginners of a Nation—Appleton 
Eggleston, G. C. —A Rebel’s Recollections—Putnam 
Fiske, John —Discovery of America, 2 vol.—Houghton 
■—Old Virginia and Her Neighbors, 2 vol.— 

—American Revolution, 2 vol.— 

—The Critical Period— 

Ford, H. J. —American Politics—Macmillan 
Forman, S. E .—Advanced American History—Century 
Foster, J. W .—A Century of American Diplomacy—Houghton 
Garrison, G. P .—Westward Extension (American Nation Series)—Harpers 
Hart, A. B .—American History Told by Contemporaries, 4 vol.—Macmillan 
—Slavery and Abolition (American Nation Series)—Harpers 
—The Southern South—Appleton 

Haworth, P. L .—Reconstruction and Union (Home University Library) — 
Holt 

Hosmer, James K .—Samuel Adams (American Statesmen Series)—Hough¬ 
ton 

Howard, G. E .—Preliminaries of the Revolution (American Nation Series) 

—Harpers 

Howe, F. C. —The City the Hope of Democracy—Scribners 
Lee, Rohet't E. —Recollections and Letters of General Robert E. Lee— 
Doubleday 

Lodge, Henry C. —George Washington, 2 vol. (American Statesmen Series 
—Houghton 

—Daniel Webster (American Statesmen Series) — 
MacDonald, William —Select Documents Illustrative of the History of the 
United States 1776-1861—Macmillan 

—Jacksonian Democracy (American Nation Series) 

—Harpers 

—From Jefferson to Lincoln (Home University 

Library)—Holt 

McLaughlin, Andrew C .—Confederation and Constitution (American Nation 
Series)—Harpers 

Morse, J. Torrey —John Adams (American Statesman Series)—Houghton 
—Abraham Lincoln, 2 vol. (American Statesman Series) — 
Page, Thomas Nelson —The Old South—Scribners 

Parkman, Francis —Half-Century of Conflict, 2 vol.—Little, Brown & Co. 

—Montcalm and Wolfe, 2 vol. 

—Conspiracy of Pontiac, 2 vol.—Dutton 
Paxson, F. L .—The Civil War (Home University Library)—Holt 
Price, Overton —The Land We Live In—Small & Maynard 
Rhodes, J. F. —History of the United States after 1850, 7 vol.—Macmillan 
Ripley, W. Z .—Railway Problems—Ginn 

Schouler, James —Thomas Jefferson (Makers of American Series)—Dodd 

c 

Steiner, E. A .—On the Trail of the Immigrant—Revell 

Tarbell, Ida M. —History of the Standard Oil Company, 2 vol.—Macmillan 

Thwaites, R. G .—France in America (American Nation Series)—Harpers 

Washington, Booker T. —Story of the Negro, 2 vol.—Doubleday 

Wilson, Woodrow —Congressional Government—Houghton 

—Division and Reunion—Longmans 


189 


Books Giving Parallel Accounts 

Ashley —American History—Macmillan 

Bassett —Short History of the United States—Macmillan 

Beard & Beard —History of the United States—Macmillan 

Charming —Student’s History of the United States—Macmillan 

Fite —History of the United States—Holt 

Forman —Advanced American History—Century 

Gordy —History of the United States for Schools—Scribners 

Guitteau —Our United States—Silver, Burdett 

Hart —New American History—American Book 

Latane —History of the United States—Allyn & Bacon 

McLaughlin —History of the American Nation—Appleton 

Huzzey —American History—Ginn 

Thompson —History of the United States—Sanborn 

West —History of the American People—Allyn & Bacon 




/( 










190 



PROBLEMS OF DEMOCRACY 


191 











X 










192 


PROBLEMS OF DEMOCRACY 
Twelfth Year 

I. THE NEW SOCIAL ORDER 

M e are coming to see that the world is passing into an epoch of 
profound social change; that, in fact, we are in the midst of a social 
evolution such as perhaps the world has never before seen. These 
changes have been upon us, both in institutional life and in point of 
view, since the opening of the twentieth century. Without the World 
War this might all have come gradually, as a phase in world progress. 
With the War this evolution is hastened immeasurably, and history 
will call it a revolution. 

Lowell tells us that “New times demand new measures and new 
men.” And the days of social reconstruction that are to follow this 
world overturn will call for the finest kind of trained intelligence 
and the most consecrated devotion to the public welfare. Partner¬ 
ship in the Democracy of Tomorrow will demand the highest type of 
citizenship. How are we going to get it? Only through education, 
and that means primarily only through the schools. 

The indications that a new social order is approaching may be 
grouped under three heads: first, the coming of a more fraternal 
international spirit; second, the development of a stronger spirit of 
nationality; and, third, the growth of democracy—industrial, social, 
political. 

Unfortunately^ as we too well know, there are serious obstacles in 
the way of these changes. For example, the development of a fine 
international spirit is met by differences in speech and in racial 
characteristics, and by international rivalries and suspicions. A 
stronger spirit of nationality has to overcome such handicaps as the 
geographic and racial diversity of our country, and the many rem¬ 
nants of states rights in both theory and practice. The growth of 
democracy has many obstacles to encounter: the unassimilated people 
among us; inequalities in economic status; the growth of a leisure 
class; unequal educational opportunities, due to economic pressure 
to leave school early; a slow recognition of the essential equality of 
handwork with brainwork; the tardy recognition of the necessity of 
cooperation between Capital and Labor. 

All of these problems, and many others, were pressing for solution 
before the War. The War has but accentuated their gravity, and 
lent new importance to attempts at their solution. The twentieth 
century has witnessed the growth of numerous agencies, public and 
private, to meet and overcome these forces of inertia and conservatism* 
and gradually the world is working toward at least a partial solution 
of these problems. 

13—S 


194 


THE NEW SOCIAL SCIENCE AND THE 
NEW SOCIAL ORDER 

A. Aims of the Course 

What may teachers of the social studies do to help bridge over the 
space between the old order and the new? How can the New Social 
Science meet the demands of the New Social Order? 

First. Lay a basis for good citizenship in the Civic Virtues— 
obedience, courtesy, truthfulness, honesty, thrift, self-conirol, etc.— 
through the formation of right habits and the unconscious setting-up 
of high ideals. 

Second. Give an insight into Community Cooperation—that is, 
the way in which individuals cooperate to meet common needs, and 
tlie interdependence made necessary by the cooperation. 

Third. Discuss the Elements of Civic Welfare—for example, 
health, protection of life and property, education, recreation; and 
the public and private agencies through which they are served. 

Fourth. Study Social Problems—those problems of democracy 
the solution of which is to mean so much for human progress. 

Fifth. Put the “enacting clause” into this entire twelve-year 
program of training in citizenship by developing a Curriculum of 
Activities of a civic nature—social, economic, political. 

Such a program, continuous and cumulative, can hardly fail to 
educate a race of citizens for this great Republic who will have a 
trained intelligence, a civic conscience, and unflagging zeal in meet¬ 
ing the duties and responsibilities of good citizenship. 

B. Problems of Democracy—Two Methods of Approach 

Passing over the intermediate stages, which have already been con¬ 
sidered, and coming at once to the Social Science for the senior year 
of the high school, two principal methods of approach suggest them¬ 
selves for this study of social problems: 

First. A study of the elements of sociology, economics, and 
political science, using social problems to illustrate the fundamental 
principles or theories of each. 

Second. A discussion of social problems, going to the social 
sciences for explanation and possible solution. 

The first method, the one now in general use, is solid, basic, and 
often gets results that are satisfactory to the teacher and apparently 
so to the pupil. But its psychology is faulty to a degree. It exactly 
reverses the normal action of the young mind, and of the older one, 
too, for that matter. Moreover, the practical results often prove to 
be disappointing in the long run. 



195 


C. The Problem Method 

Young people, as has well been said, “face problems or conditions 
and not sciences.” But they must go to the sciences for explanations 
of these problems, for remedies for these conditions. The order of 
interest and appreciation is always from the effect, that is near and 
known and felt, to the cause, that is remote and unknown and 
not felt, and then to the remedy, that is the final object of the search. 
Hence the order of study and investigation is, naturally, from the 
problems and conditions that interest to the sciences that explain. 
The ground covered in this study of social problems will include the 
elements of sociology, economics, and politicial science. 

Yor must we forget to review the historical background of these 
problems, gained in the preceding study of history, so that in our 
search for remedies we may take advantage of past successes 
and past failures in dealing with similar problems. And, 
finally, in order to arouse the keen interest of the pupils and stimu¬ 
late them to possible action, recourse must often be had to that 
“human interest” touch that can be given only by those masters of 
literary expression whose stories or poems are a part of our literary 
inheritance. 

The belief is growing, and numerous experiments confirm this 
belief, that the prob^m method trains the young citizen to investi 
gate, to think, to judge, to act. It is founded on the doctrine of in 
terest, which means a maximum of work and accomplishment with 
a minimum of effort. True as this may be in other lines of study, 
it is preeminently true in the field of the social sciences. No other 
method is now seriously thought of in the teaching of junior high 
school civics, and afready it is finding its way into the study of 
senior high school history. What more natural and inevitable than 
that, in the near future, it should become a matter of course in the 
study of senior high school social science? 

Now as to the tests to be applied in the selection of the topics. 
These topics (problems) should be of interest to the class, to the 
local community, to society at large. Moreover, they should throw 
1 iarht on certain fundamental concepts that should be a part of the 
mental equipment of every citizen, and especially of those high 
school graduates who are to become civic leaders in their respective 
communities. 

D. The Teacher’s Equipment 

There are five successive needs in the teaching of social problems: 
first, a well classified list of the problems themselves; second, cer¬ 
tain fundamental concepts, which the teacher should have in the back 
of his mind ready to inject into the minds and hearts of his pupils 


196 


through the discussions of the various problems; third, groups of 
theories, methods, devices, or procedures—sociological, economic, poli¬ 
tical—that help in the solution of those problems, and with which the 
teacher should be thoroughly familiar; fourth, a classified list of 
books for class study, and of advanced reading for the teacher; fifth, 
a considerable number of problems, outlined in some detail, with 
selected references for class use. Accordingly, the plan is presented 
in this order. 

The topical outlines given below are merely examples of what 
may be undertaken by the seniors in any Pennsylvania high school 
which has fairly good library facilities. The references are to books 
of secondary 7 school grade or to periodical literature. 

With the aid of the following suggestions and material it is hoped 
that the study of Social Science in the senior year of high school 
may become what it ought to become—the culminating year of a 
twelve-year program of training in citizenship. 


197 


CLASSIFIED LIST OF PROBLEMS 

The following social problems have been carefully classified, With 
the view of aiding the teacher in the selection of topics and material. 
Teachers will, of course, feel perfectly free to substitute other topics 
for the ones here given; the list is intended to be only suggestive. 
The number of problems to be used, and the length of time to be 
spent on each, will vary with the needs and interests of the class. 
It is hoped, however, that time will be found for at least two or 
three problems under each classification. Otherwise, the year’s work 
would tend to become too narrowly specialized. 

The “General Approach” is not supposed to provide topics for 
class study. It furnishes, rather, an opportunity for teacher and 
pupils to discuss informally the aims and ideals which our nation 
has set for itself. 

The “Approach” suggested at the beginning of each group of topics 
is only one of several ways in which the teacher may introduce the 
topics that are to follow. The importance of this approach, in 
* focusing attention and interest on the problems to be discussed, 
should not be overlooked. 

I. General Approach—America’s Possibilities 

No set problems are intended in this general introduction, which 
is merely to give a background for the topics that are to fo low. 

A. Economically 

1. Natural Resources 

2. Industrial Development 

B. Socially 

1. Population 

2. Social Ideals 

C. Politically 

1. The foundation of our Government 

2. America’s Political Ideals 

II. Balancing Income and Expenditure. Approach—Personal Bud¬ 
gets 

1. Standard of Living 

2. Family Budgets 

3. Governmental Budgets—Local 

4. Governmental Budgets—State 

5. Governmental Budgets—National 


198 


111, Efficient Production. Approach—Organization and Efficiency 

A. The Material Element 

6. Conservation of Natural Resources 

7. Intensive Farming 

8. Good Hoads 

9. Transportation 

10. Large Scale Production 

9 

V* 

B. The Human Element 

11. Vocational Guidance 

12. Productivity of Laborers 

13. Scientific Management 

14. Democratic Management 

15. Welfare Work 

16. Capital and Labor 

C. The Political Element 

17. Employment Agencies—Public and Private 

18. Money and Banking 

19. Public Service Utilities 

20. An Equitable Tax System 

21. War Taxation 

22. Socialization of Industry 

IV. Social Adjustment. Approach—Maladjustment 

23. The American Family 

24. Position of Women in America 

25. Women in Industry 

26. Child Labor 

27. Occupational Disease 

28. Fatigue 

29. Depopulation of the Rural Districts 

30. Congestion in Urban Districts 

31. Immigration 

32. Race Problems 

33. Poverty 

34. Care of the Unfortunate 

(Dependent—Defective—Delinquent) 

35. Recreation in City or Country 

36. Community Planning 

37. The Liquor Traffic 

38. Harmful Drugs 


m 


V. Educational and Social Progress, Approach—The Fundament 

tals of Social Progress 

39. The School and Economic Efficiency 

40. The School and Good Citizenship 

41. The School and Leisure 

42. The School and Health Habits 
4^. The School and the Library 

44. Training of Teachers and Administrators 

45. Administration and Cost of Education 

VI. Responsible Government. Approach—Government and Public 

Opinion 

46. Political Parties 

47. Selecting our President 

48. Efficient Government for Cities 

49. Control of Public Officials 

50. Civil Service 

51. Direct Legislation 

52. The People’s Ballot 

53. Proportional Representation 

54. Liberty Under the Law 

55. Legal Equality 

56. Political Equality 

VII. International Relations. Approach—The Annihilation of 
Time and Space 

57. The Monroe Doctrine 

58. American Colonial Policy 

59. America A World Power 

60. A League of Nations 







i 







‘200 


201 


SOME FUNDAMENTAL CONCEPTS IN THE SOCIAL SCIENCES 

The following Concepts should be clearly comprehended by the 
teacher, but are not to be taught directly to the class. Rather, they 
should be gradually filtered into the inner consciousness of the pupils 
as they Tvrcstle with the problems they are investigating. In other 
words, these Concepts should be a sort of by-product of the course. 

/. The Geographic Basis of Society. The history of civilization 
cannot be understood without appreciating the role played by such 
geographic factors as soil and other natural resources, climate, 
contour, and accessibility to the sea. The earliest civilizations were 
in spots so favored by nature as to be able to produce a surplus 
of wealth and leisure, sufficiently large for the beginnnings of the arts 
and sciences. Mountains, ocean, or desert, or other natural protec¬ 
tion from less advanced neighbors, also aided. Climate, soil, and 
natural barriers made Egypt possible. Phoenicia and England 
alike owe their mastery of the sea in large measure to location. The 
greatness of America depends upon her number of geographic factors, 
not the least of which are her vast natural resources of mines, forests, 
and water power. 

2. Physical Heredity. Heredity is organic resemblance based on de¬ 
scent. Characteristics that are hereditary are carried in the germ- 
plasm. One’s heredity is determined for all time at the instant of con¬ 
ception. This means that an individual born at the normal time has a 
nine month’s prenatal environment. This is often of utmost sig¬ 
nificance, for although what is written in the germ-plasm “can not be 
changed by act of Parliament,” nevertheless Parliament can pass 
acts protecting the expectant mother by prohibiting factory work 
during a certain period before child birth. In the realm of physical 
characteristics, resemblance based on biologic descent is often easy 
to trace. In the realm of mental and moral characteristics, oppor¬ 
tunity and one’s social heredity play so important a part that it is 
extremely difficult if not impossible, with our present knowledge, to 
assign a definite role to heredity. 

3. Social Heredity. Social Heredity is a collective term for cus¬ 
toms, traditions, codes of ethics, and religious teachings which have 
come down from the past. They constitute a great social force ex¬ 
erting a powerful influence on human behavior. It is this invisible, 
intangible environment of thought into w r hich an individual is born 
that often binds him like “hoops of steel.” The teaching of the 
leaders of thought in China long held the Chinese bound to the past. 
The peasant of Europe has long been a creature of his world of 


202 


thought; while “Yankee” traditions of resourcefulness have done 
mudh to develop inventiveness in American youth. 

Jf. Social Institutions. Man had hardly assumed the upright posi¬ 
tion before he discovered that he had certain needs that could not 
be met by his physical environment alone. To provide increasing 
care for his offspring the institution of the family evolved. To 
propitiate the spirit world the institution of the Church evolved, add¬ 
ing later more worthy functions. The State was first called into 
being to afford protection from surrounding tribes, and to administer 
the elements of justice. Gradually other institutions, such as the 
School, were added as the needs arose. 

Usually certain functions of the older institutions were assigned 
these later institutions. Thus education was at one time in the 
sole possession of the Family and Tribe, and later it came largely 
under the wing of the Church. The history of man’s social institu¬ 
tions shows a marked tendency for institutions to crystallize. Though 
they may have met perfectly the needs of the time when first organ¬ 
ized, with changing conditions they tend to lag behind. This is due 
to the natural conservatism of their votaries and disciples. If they 
fail to respond to the new needs. Revolutions and Reformations occur. 
More often they evolve gradually until they again approximately 
fulfill their respective functions. 

5. Self-directed Social Progress. In the past social progress has 
come by the slow process of “trial and error.” It was not until the 
advent of the scientific method, with its use of controlled experi¬ 
ments, that man made rapid progress in the control of nature, har¬ 
nessing her forces for the first time to do his bidding. The world 
just before the beginning of the Industrial Revolution and the world 
of old Mesopotamia were more alike than the world of 1750 and that 
of today. Still more recently man has begun consciously to apply 
the scientific method to the study of Society, and by the light of 
Science to direct social evolution nearer to his desire. 

6. Social Control. From the days of earliest recorded historv 
the group has always controlled the action of the individual. It 
may have been in such obvious ways as putting to death, banishing 
and later imprisoning the offenders, or in less obvious but often 
hardly less effective ways such as ostracism, ridicu'e, or public dis¬ 
approval by press, platform, and pulpit. Social Control may be re¬ 
duced at one time to a minimum and increased at other times (as 
during war) to such an extent as to endanger the so-called freedom 
of speech and of the press and the right of assembly. Social control 

is, however, a reality which never ceases to exist.. It is onlv as 

•/ 

to the degree of control which may wisely be exercised that serious 
controversy is waged. 




203 

7. Social Adjustment. The time was when man explained the 
existence of poverty, vice, and crime as solely due to the total de¬ 
pravity of man. Social Science lias forever destroyed this comfort¬ 
able doctrine and substituted for it a social point of view which sees 
in the physical and social environment many, if not most, of the 
causes of these evils. This change has been wrought through social 
research into thousands of individual cases of social maladjustment 
and the formulation of certain scientific conclusions based thereon. 
Not the least important of these is that poverty, vice, and crime are 
largely due to a faulty environment, either physical or social. 

8. The Normal Life. This concept should not be confused with 
the perfect or ideal life. Rather it refers to a manner of living 
from which have been eliminated such handicaps as physical de¬ 
formity or mental defect or such social 1 maladjustments as needless 
sickness and inexcusable ignorance, all of which too frequently 
obtain. It pictures the individual as coming at birth into a home 
where he has been wanted and which can give him a fair chance 
in life; as successfully mating and in turn giving his children even 
greater opportunities; and at a ripe old age leaving the world with 
the full satisfaction of a life well spent. At any one moment the 
mature individual living a normal life turns all his energies efficiently 
and happily into those channels of usefulness that will daily make 
possible, through work and play, a full restoration of his energy. 

9. The Unearned Increment. All value, in the last analysis, de¬ 
pends upon the factors of supply and demand. In the sphere of 
nature’s gifts, such as land, mines, forests, and water power, the 
supply is ultimately fixed. The demand is largely determined by 
the growth of the world’s population. The individual owner of 

anv natural resource has no control over either of these factors. 

«/ 

His wealth is therefore socially created. The increase of his wealth 
due solely to the growing demand for his land, minerals, forest, or 
water Ipower resulting from a growth in population, is termed “un¬ 
earned increment.” 

10. The Social Surplus. With each new labor-saving device or 
discovery in the fields of chemistry, physics, or industrial organiza¬ 
tion the effort that man has to expend for a given result grows 
relatively less. As contrasted with the ancients, wealth is produced 
today as if by magic. The energy released makes possible the pro¬ 
duction of the so-called luxuries of our day and is the basis of the 
cultivation of the Arts. Whereas man formerly lived from hand to 
mouth, in an age of deficit, today he lives in an age of surplus, 
which has, however, been greatly reduced by the recent World War. 
This should make possible a relatively high standard of living, with 


204 


a reasonable amount of leisure for all. As the inventions and dis¬ 
coveries making the surplus possible spell civilization, and should 
be the heritage of all, the social surplus belongs to all. That some 
still toil unreasonably long hours, on wages insufficient to main¬ 
tain a decent American standard of living, is evidence of the failure 
of society to socialize all of its social surplus. 

11. The Copartner vs. the Commodity View of Labor. The source 
of nine-tenths of the difficulties that arise between Capital and Labor 
is in the different conception of the relationship of employer and 

• employee embodied in the phrase “the copartner vs. the commodity 
veiw of labor.” The extremely individualistic employer maintains that 
labor is a commodity which he has a right to purchase in the open mar¬ 
ket, in the same fashion as he purchases any commodity needed in his 
business. The business of which he is the head, he maintains, belongs 
to him and the laborer has the privilege at any time of leaving his job 
if he does not like the wages or conditions under which he is required 
to work. To this, Labor replies: “I am not a commodity but a 
copartner in production. I have rights and duties as a citizen, and 
probably as a father, that are vitally affected by the length of my 
working day and my rate of pay. Industry is therefore invested 
with a public interest. I am a copartner, as the wheels of industry 
cease the moment I lay down my tools. As a copartner, I should 
have a vote in the division of our joint production and a voice in 
deciding the conditions under which I work.” 

12. The Police Power of the State. Among the earliest institu¬ 
tions of man was that of private property. To protect this institu¬ 
tion was one of the chief functions of the State. It was a long time 
before the State would trespass on the rights of private property, 
even when, as in the case of eminent domain, the owner was com¬ 
pensated for his enforced loss. Gradually there evolved the con¬ 
ception of the general welfare as taking precedence over the “right” 
of an individual, in case of a conflict between the two. The State 
then began, in the interest of public health and morals (the general 
welfare), to pass laws restricting the individual in the use of his 
property without any attempt at compensation. This it does, upheld 
by the Courts, under its so-called “police power.” 


205 


THEORIES, INSTITUTIONS, METHODS, 

DEVICES, PROCEDURES 

1. Sociology 

2. Economics 

3. Political Science 

a. Political Theory 

b. Government 

It must be kept in mind that this part of the outline in Problems 
of Democracy indicates the minimum of preparation necessary for 
the teacher and is not a part of the course of study itself. The 
following Theories, Institutions, etc., will be found indispensable 
in the study of the various problems, and will be acquired indirectly 
by the pupils in their study of the problems. But they are not to 
be taught directly, as this would frustrate one of the main purposes 
of the course—to learn through use. 

Sociology 

I. Man —an individuality 

A. Types of individuals 

1. Physical stages: infancy, childhood, adolescence, ma¬ 
turity, old age 

2. Vitality: high, medium, low 

3. Resourcefulness: routineer; pioneer 

4. Sociability: social, non-social, pseudo-social, antisocial 

5. Intelligence: superior, bright, average, dull normal, de¬ 
fective 

B. Factors in behavior 

1. Instincts 

2. Emotions 

3. Intellect 

4. Habits 

5. Physiological factors 

a. Sensory organs 

b. Internal organs, especially those of digestion and 
elimination 

c. Glands: thyroid, adrenal, pituitary, pineal, sexual 

d. General physical condition: adenoids, defective 
teeth 

6. Environment 

a. Physical: topography, climate 

b. Social: traditions, customs, public opinion 


206 


II. Society: A type-conforming group controlling variation from it¬ 
self 

A. Social organization—forms of association 

1. Horde 

2. Family 

3. Clan 

4. Tribe 

5. City State 

6. Nation 

B. Social evolution 

1. Group struggle with natural forces for survival and ad¬ 

vantage 

2. Growth of type-conforming groups based on conscious- 

• ness of kind 

3. Group struggle with other human groups for survival 

and advantage 

a. Origin of war 

b. Origin of slavery 

4. Survival of ^the fittest social organization 

5. Stages of social evolution 

a. Instinct and biologic necessity dominant 

b. Stage of random experimentation—trial and error 

c. lieason and orderly processes dominant—social 

progress 

6. Examples of social evolution 

a. The Family: primitive, maternal, paternal, modern 

b. The State: embryonic state, tribe, village commun¬ 

ity, loose confederation, developing state, nation¬ 
al state 

C. Social control 

1. The ultimate aim of social control 

2. Types of social control 

a. By sanction: marriage laws, property laws 

b. By social suggestion and imitation 

(1) Styles, manners 

(2) Customs, “mores” 

3. Principal agencies of social control: law; religion; edu¬ 

cation ; public opinion; art, ceremony, manners 

I). Social progress 

1. Theories of social progress 

a. Biologic basis 

b. Economic basis 

c. Idealogical basis 

d. Synthesis of above 



207 


2. Methods of social change 

a. Revolution: use of force; role of struggle 

b. Evolution: education; role of cooperation 

3. Criteria of social progress 

a. Comfort standards of living 

b. Degree of social-mindedness 

c. Equality of opportunity 

Economics 

A. Preliminary Definitions 

1. Utilitv 

%/ 

2. Value 

3. Wealth 

4. Economics 

5. Cost 

6. Expense 

7. Price 

8. Money 

9. Consumption 

10. Production 

11. Distribution 


B. Consumption 

1. Supply, demand, and price 

2. Elasticity of damand and stability of prices 

3. Law of diminishing utility 

4. Marginal or final utility 

5. Consumers’ surplus 

6. Law of substitution 

7. Complementary goods 

8. Law of harmony 

9. Engel’s law of family expenditure 

10. Standards of living 

C. Production 

1. Law of variable proportions 

2. Value and price 

a. Normal value vs. market value 

b. Monopoly price vs. competitive price 

3. The four elements in production: land—labor—capital 
management 

4. Localization of industry 

5. Large scale production 


208 


6. Infant industry theory 

7. Balance of trade theory 

8. More work theory 

9. Money and credit 

10. Fiat theory of money 

11. Bi-metallic ratio theory 

12. Gresham’s law of money 

13. Quantity theory of money 

14. Mobility of capital and labor 

D. Distribution 

1. Theory of rent 

2. Theory of unearned increment 

3. Theories of wages 

a. Subsistence theory 

b. Utility theory 

c. Labor theory 

4. Single tax theory 

5. Theory of profit 

G. Theories of interest 

a. Abstinence theory 

b. Productivity theory 

E. Plans of Industrial Readjustment 

1. Limits of state interference 

2. Collective bargaining 
3- Profit sharing 

4. Voluntary cooperation 

5. Single tax 

6. Government ownership and operation of public utilities 

7. State socialism 

8. Guild socialism 

9. Syndicalism 

10. Bolshevism 

11. Communism 

12. Anarchism 


Political Science 


I. Political Theory 

A. Sovereignty and liberty 

1. Sovereignty implies control and obedience 

2. Liberty implies freedom to do as one wills 

3. Liberty under law—this is democracy 


209 


B. Relation of the states to one another 

1. International law—its origin and development 

2. International law—in peace and in war 

0. Government: nature, functions, limitations 

D. Law: nature, functions, limitations 

E. Check and balance system of government 

1. Division of powers 

2. Separation of powers 

F. Federal principle: lands of union—confederation or league, 
federation 

G. Colonial government 

1. Government by home parliament 

2. Self-government by colonies 

H. Party government 

1. Helps to formulate the sovereign will 

2. Helps to execute that will 

I. Theories of functions of government 

1. Individualistic theory: natural liberty (anarchy) 

2. Socialistic theory: socialism, collectivism, communism 

3. Social welfare theory 

a. Protection to industry 

b. Regulation of commerce 

c. Government interference on behalf of the working 
classes 

d. Municipal control 

e. General welfare: departments, bureaus, and com¬ 
missions—Federal and State 

II. Government 

A. Forms of city government 

1. Council-mayor type 

2. Commission type 

3. Manager type 

B. Suffrage 

C. Nominating Methods 

1. Self-announcement 

2. Caucus or primary 

3. Delegate conventions 

4. Direct primary 

5. Petition 
14—S 


210 


D. Gerrymandering 

E. Types of ballot 

1. Party column 

2. Party square 

3. Non-party 

F. Short ballot 

G. Check and balance system—legislative, executive, and 
judicial departments 

H. Initiative 

I. Referendum 

J. Recall 

K. Civil Service 

L. Amendment of Constitution 

M. The Passing of a Bill 

N. Filibustering 

O. Lobbying 

P. The Pork Barrel 

Q. Log-rolling 

R. The “Invisible Government” 

BIBLIOGRAPHY—PROBLEMS OF DEMOCRACY 
I. For Class Use 

A. General 

Burch, H. R. <& Patterson, &. U .—Problems of American Democracy— 
Macmillan 

Hughes, R. O .—Problems of American Democracy—Allyn & Bacon 

Morehouse tC- Graham —American Problems—Ginn 
Williamson, T. R. —Problems in American Democracy—Heath 

B. Sociology 

Addams, Jane ,—Democracy and Social Ethics—Macmillan 
Blackmar, F. W. —Elements of Sociology—Macmillan 
Burch & Patterson —American Social Problems—Macmillan 
Fairbanks, Arthur .—Introduction to Sociology—Scribners 
Gliding s, F. 11 .—Elements of Sociology—Macmillan 
Towne, E. T .—Social Problems—Macmillan 


211 


G. Economics 

Adams, H. C .—Description of Industry—Holt 
Bullock, C. J. —Elements of Economics—Silver Burdett 
Burch, H. R. American Economic Life—Macmillan 
Carlton, F. T .—Elementary Economics—Macmillan 
Carver, T. N .—Elementary Economics—Ginn 
Clay, Henry —Economics for the General Reader—Macmillan 
Ely, R. T. & Wicker, G. R .—Elementary Principles of Economics—Mac¬ 
millan 

Fradenburgh, G. A. —Introduction to Economics—Gregg 

Laing, G. A .—Introduction to Economics—Gregg 

Lapp, J. A. —Economics and the Community—Century 

Marshall, L. C. & Lyon, L. S .—Our Economic Organization—Macmillan 

Thompson, C. M. —Elementary Economics—Sanborn 

Tufts, J. II .—The Real Business of Living—Holt 

D. Political Theory 

Jenks, J. N .—Principles of Politics—Columbia University Press 
Leacock, Stephen —Elements of Political Science—Houghton Mifflin 

E. Government 

Ashley, R. L .—The New Civics—Macmillan 
Beard, C. A. —American Citizenship—Macmillan 
Forman, S. E .—The American Republic—Century 
Garner, J. W .—Government in the United States—American Book 
Guitteau, W. B. —Government and Politics in the United States—Houghton 
Mifflin 

Ilaskin, F. J .—The American Government—Little and Ives 

Hayes, B. T .—American Democracy—Holt 

Howe, J. B .—New Era Civics—Iroquois Publishing 

Kaye, P. L .—Readings in Civil Government—Century 

Magn'uder, F. A.—American Government in 1921—Allyn and Bacon 

Mains, G. P .—United States Citizenship—Abington Press 

Maltby, A. E .—The American Citizen in Pennsylvania—American Book 

Moses, Bernard —Government of the United States—Appleton 

Real, T. H .—Form and Functions of American Government—World Book 

Scott, S. B .—State Government in Pennsylvania—Harper (Philadelphia) 

Woodburn, J. A. & Moran, T. F. —The Citizen and the Republic—Longmans 

II. For Teachers’ Use 
A. Sociology 

Blackmar —Brief History of Civilization—Hinds Noble 
Blackmar and Gillin —Outlines of Sociology—Macmillan 
Boas —The Mind of the Primitive Man—Macmillan 
Brinton —The Basis of Social Relations—Putnam 

Burgess —The Function of Socialization in Social Evolution—University 
of Chicago Press 

Carver —Essays in Social Justice—Harvard University Press 
Carver —Sociology and Social Progress—Ginn 
Chapin —Introduction to Study of Social Evolution—Century 
Cooley —Human Nature and the Social Order—Scribner 
Cooley —Social Organization—Scribner 

Dealey —The Family in Its Sociological Aspects—Houghton Mifflin 
Dealey and Ward —Textbook of Sociology—Macmillan 




212 


Ellicood —Sociology in Its Psychological Aspects—Appleton 
Fairchild —Outline of Applied Sociology—Macmillan 
Giddings —Principles of Sociology—Macmillan 
Q-iddings —Inductive Sociology—Macmillan 

Q-iddings —Readings in Descriptive and Historical Sociology—Macmillan 

Hayes —Introduction to Study of Sociology—Appleton 

Howard —History of Matrimonial Institutions—Univ. of Chicago Press 

Kelsey —The Physical Basis of Society—Appleton 

Kidd —Social Evolution—Macmillan 

Kirkpatrick —Fundamentals of Sociology—Houghton Mifflin 
Lane —The Level of Social Motion—Macmillan 
Le Bon— The Crowd: A Study of the Popular Mind—Macmillan 
McDougall —Introduction to Social Psychology—Luce 
MacKenzie —Introduction to Social Philosophy—Maclerose (Eng) 

Patten —Theory of Social Forces—Macmillan 

Patten —New Basis of Civilization—Macmillan 

Ross —Foundations of Sociology—Macmillan 

Ross —Social Control—Macmillan 

Spencer —Principles of Sociology—Appleton 

Sumner —Folkways—Ginn 

Tarde —The Laws of Imitation—Holt 

Tarde —Social Laws—Macmillan 

Ward —Pure Sociology—Macmillan 

Ward —Dynamic Sociology—Appleton 

Ward —Applied Sociology—Ginn 

Ward —Psychic Factors of Civilization—Ginn 

Westermarck —History of Human Marriage—Holt 

B. Economics 

Abbott —Women in Industry—Appleton 

Adams and Sumner —Labor Problems—Macmillan 

Bullock —Introduction to the Study of Economics—Silver Burdett 

Carlton —History and Problems of Organized Labor—Heath 

Carter —Principles of Political Economy—Ginn 

Clark —Essentials of Economic Theory—Macmillan 

Devine —Economics—Macmillan 

Ely —Outlines of Economics—Macmillan 

Ely —Studies in the Evolution of Industrial Society—Macmillan 
Fetter—Economics (1. Economic Principles) (2. Modern Economic Prob¬ 
lems)—Century 

Fishtr —Elementary Principles of Economics—Macmillan 

Hide —Principles of Political Economy—Heath 

II adl ey —Economics—Putnam 

Johnson —Introduction to Economics—Heath 

Marshall —Principles of Economics—Macmillan 

Patton —Dynamic Economics—Univ. of Penna. Series 

Patten —Theory of Prosperity—Macmillan • 

Seager —Principles of Economics—Holt 
Seligman —Principles of Economics—Longmans 
SeliQman —Progressive Taxation—American Econ. Assoc. 

Seligman —Essays in Taxation—Macmillan 

Smart —Distribution of Income—Macmillan 

Taussig —Principles of Economics (2 vols.)—Macmillan 

Webb —Problems of Modern Industry—Longmans 


213 


C. Political Science 

Ashley —American Federal State—Macmillan 

Bag^hot —Physics and Politics—Appleton 

Beatrd —American Government and Politics—Macmillan 

Beard —Readings in American Government and Politics—Macmillan 

Bluntschli —Theory of the State—Clarendon Press 

Bryce —American Commonwealth—Macmillan 

Burgess —Political Science and Constitutional Law—Ginn 

Dunning —Political Theories—Macmillan 

Follett —The New State—Longmans 

Garner —Introduction to Political Science—American Book 
Gettell —Introduction to Political Science—Ginn 
Gettell —Readings in Political Science—Ginn 
Gettell —Problems in Political Evolution—Ginn 
Giddings —Democracy and Empire—Macmillan 

Haines and Haines —Principles and Problems of Government—Harpers 

Munro —Government of the United States—Macmillan 

Pulzsky —Theory of Law and Civil Society—Unwin 

Roinsch —Readings on American Federal Government—Ginn 

Reinsch —Readings on American State Government—Ginn 

Ritchie —Studies in Political and Social Ethics—Macmillan 

Seeley —Introduction to Political Science—Macmillan 

Sidgwick —Elements of Politics—Macmillan 

Willoughby —Government of Modern States—Century 

Willoughby —Nature of the State—Macmillan 

Willoughby —Social Justice—Macmillan 

Wilson —The State—Heath 

Woodbum —American Republic—Putnam 

Woodbum —Political Parties and Party Problems—Putnam 

Young —New American Government and Its Work—Macmillan 

D. Recent Books on Social Problems 
Bechhofer and Reckitt —The Meaning of National Guilds—Cecil Palmer 
and Hayward 

Garter (Editor) —Limits of State Industrial Control—A symposium—Unwin 
Cleveland and Buck —The Budget and Responsible Government—Macmillan 
Crowther —Why Men Strike—Doubleday Page 
Davis (Compiler) —Immigration and Americanization—Ginn 
Ellwood —The Social Problem—Macmillan 
Ferrero —The Problems of Peace—Putnam 
Gompers —Labor and the Common Welfare—Putnam 
Hanson —Americanization vs. Bolshevism—Doubleday Page 
Hobson —National Guilds, An Inquiry into the Wage System and the Way 
Out—Bell and Sons 

Laidler —Socialism in Thought and Action—Macmillan 
Leacock —The Unsolved Riddle of Social Justice—John Lane 
Paterson —Democracy and Government—Knopf 
Powers —America among the Nations—Macmillan 
Skelton —Socialism: A Critical Analysis—Houghton Mifflin 
Walling —Progressivism and After—Macmillan 
Ward —The New Social Order—Macmillan 
West —Federal Power—Its Growth and Necessity—Doran 
Wilkinson —The New Voices, A Study of Contemporary Poetry—Macmillan 
Wilson —Community Leadership: A New Profession—American City Bu¬ 
reau 

Wood —The Great Change—Boni and Liveright 



214 


215 


TYPE STUDIES OE PROBLEMS 
No. 1. STANDARD OF LIVING 
I. A FAMILY BUDGEtT 

Reasons for use of budget 

1. To determine how income can best be spent 

2. To acquire skill in spending money wisely 

Model Budget for Family of Five: Parents; boy 13; girl 10; boy 6 

This budget is compiled from statistics given out by the Philadelphia Bureau of 
Municipal Research, September 9, 1920, and from personal investigation. It must 
be remembered that 1920 was a peak year in high cost of living. 

Summary of Expenditures 

Rent . $336.00 

Fuel and light . 98.10 

Food . 681.82 

Clothing . 439.37 

Carfare . 35.40 

Cleaning, supplies, services . 44.24 

Unspecified items (Recreation, insurance, health, house 

furnishings, education, reading, taxes, etc.) . 345.08 


$1,980.01 

II. ANALYSIS OF ELEMENTS OF EXPENDITURE 
Housing 

Two story house with six rooms, facing street; bathroom, 
lavatory, and tub; laundry tubs; furnace; facilities for 
cooking and lighting with gas,—annual rent $336.00 

Fuel and Light 

Coal, Pea . 31.25 

Coal, Stove . 38.25 

Gas. 26.00 

Matches. 2.60 


$98.10 

Food 

Bread and cereals . $135.46 

Meats and fish . 121.94 

Meat substitutes. 169.65 

(milk, eggs, fish, etc.) 


















Shortening .,. ... 47.45 

Fresh vegetables. 65.09 

Canned vegetables . 11.83 

Fresh fruits . 22.75 

Dried fruits . 4.81 

Sugar. 47.19 

Beverages. 28.08 

Miscellaneous . 27.57 

(baking powder, rice, salt, etc.) 

| 681.82 

Clothing 

Husband . $102.80 

Wife . 100.71 

Boy. age 13. 94.61 

Girl, age 10 . 87.47 

Boy, age 6 . 53.78 


$439.37 

Carfare 

Carfare for husband . 30.20 

Carfare for familv . 5.20 

$35.40 

Cleaning, Supplies, and Services 

Personal . 23.98 

Toilet Soap, 

Tooth brush, etc. 

Household . 20.26 

Laundry Soap 
Starch, 

Bluing, etc. 

$44.24 

111. INCOME 

A. From Wages 

1. Definition of wages: All earnings assigned to men for their 
work, from lowest piece wages to highest annual salaries. 
Differences in wages due to 

a. Unequal capacity of workman 

b. Unfortunate choice of occupation 

c. Supply and demand 

d. Regularity of employment 

e. Unequal opportunity for wages 
Seager, Chapter IV. 























21 ? 


2 . How wages are determined 

Ely and Wicker, Part III, pages 313*318 

3. Method of wage-payment 

Ely and Wicker, Part III, Chapter Ill 

4. Wage required to maintain efficiency 

♦>. Difference between real and nominal wages 
Burch and Nearing, Chaip. IV 
6. Facts that determine different prices for labor power 
Hobson, Chap. V 

B. From Saving 

1. Importance of saving 
Seager, Chap. V., page 83 

2. Methods of saving to produce income: investment in stocks, 
in bonds, in bank deposits, in real estate, in loans on 
mortgage 

References for Problem No. 1 

Burch and Nearing, Elements of Economics 
Carver, Principles of Political Economy 
Ely and Wicker, Elements of Economics 
Hobson, The Industrial Problem 
Scheaffer, Household Economics and Accounting 

NOS. 2-5. THE BUDGET 

I. Definition of a Budget 

An itemized and balanced account of income and expenditure 
with a view to showing the relative importance of each to the other 
and to the whole. 

Note: This much it seems might be covered in a preliminary class 
discussion. Home problems can now be best based on the knowledge 
gained. 

II. A Household Budget 

Ask the pupils to consult their parents as to the family income 
and expenditures and keep a chart or ledger for one week of the 
family budget. At the end of the week this chart is to be handed 
in by the pupils unsigned (so that they may feel free to divulge 
family affairs) as a basis for class discussion. The chart is to con¬ 
tain such facts as: income of family for week, itemized account of 
expenditures for clothes, rent, laundry, food, doctor, carfares, church, 
organizations, charity, education, amusement, etc. Saving for sum¬ 
mer vacation and any other purpose should be included. The debit 


218 


and credit side (including the balance) should tally. Moreover, 
the student should report, on his chart the relative proportion of 
each item to the whole. 

Note: Let the pupils suggest for what things their parents spend 
money. It will be apparent that they are much the same as those 
for which the pupils spend. If possible, make them see for them¬ 
selves that the parents have to do more planning, for they have more 
than one to consider. Moreover, they know how hard it is to earn 
money and the relative importance of the things money will buy. 

The pupils should be encouraged to record in their note books 
typical budgets for families of various sizes; such information to 
he gained from reading assigned articles and from discussions in 
current periodicals and newspapers. 

III. Government Budgets 

A. The sources of revenue 

1. Such immediate sources as the following will be reveal¬ 
ed: tariff, excise, luxury, income, excess profits, loans, 
tees, land sales, fines, patents, franchises and charters, 
etc. 

2. Final source: The earnings of the people, either direct¬ 
ly or indirectly. In the course of the discussion the 
point should be emphasized that though the government 
itself does not earn the money, it has been earned at 
the expense of thought, labor, and sacrifice, and there¬ 
fore should be spent carefully. 

B. The amount 

The yearly income of the United States from various sources 
can be obtained from the Treasury Department at Washington. 
The growth of income in the twentieth century as compared with 
that of the early period should be noted, as also the amount 
per capita. 

C. Agencies involved in raising revenue 

The following references will be useful: 

State and Federal Reports, especially Treasury 
Bryce, The American Commonwealth, Chap. XVI.: Congression¬ 
al Finance 

Beard, American Goverment and Politics, Chap. XVIII: Taxa¬ 
tion and Finance 

Hart, Actual Government, Chap. XXII.: Public Finance 


219 

1. The Tariff Commission 

a, Its personnel 

b. Its powers and duties 

(The thought should be brought out that the 
powers of the commission are slight and their 
advice frequently not heeded) 

2. The House of Representatives 

a. • Special power 

(1) To originate all money bills 

(2) Power of Senate to amend 

b. Committee on Ways and Means 

(1) Its personnel 

(2) Its powers and duties 

(3) Its animating motives 

(4) Its methods: hearings, influences 

(5) Its problems 

3. T1^3 Senate 

a. Power to amend bills 

Power to judge methods of raising income 
Power to estimate receipts 
Power to maintain harmonv 

C/ 

Power to act constitutionally 

b. Its practice. Reference might here be made to the 
WPson-Gorman tariff of 1890 as a typical example 

of the power of the Senate 
• 

4. The President—power of veto 

a. Suspensive only 

b. Must be the entire bill—not part. Comparison with 
the veto power of the governor of Pennsylvania and 
of the local executive authority 

5. Influence of political parties 

a. Attitude of Republicans and Democrats on tariff 
Protective vs. revenue tariff 

b. Paternalism 

(1) As recently advocated by Democratic Party 

(2) Regulations of business by government 

(3) Stand of President on issue 

6. Problems of government expenditures 

a. Present method: agencies, practical effect 

b. Possible remedies: the budget 

c. Its application elsewhere: success and limitations 


220 


D, Agencies involved in national expenditures 
L Department estimates 

a. How obtained 

(1) Based on necessities of preceding years 

(2) Modified by existing circumstances 

(3) Increased by practically doubling amounts 

b. ‘Criticism 

* (1) Uncertain 

(2) Unfounded 

c. Use 

(1) Sent to Secretary of Treasury 

(2) Date 

2. Keport of Treasury: This can be made the subject of a 
report. The material may be obtained by reference 
to Guerrier’s. The Executive Department^ etc. 

Such points as the duties and powers of the Treasury 
should be brought out. A comparison with the powers 
of other men holding similar positions in England and 
France might prove valuable. 

3. Committees of Congress 

a. Appropriation Committee: its work 

(1) Method: Hearings. Political powers of chair. 
Power to amend to the point of complete 
change 

(2) Motive: Feeling of no responsibility politi¬ 
cally 

b. Other Committees: (Here the point should be 
brought out that frequently bills are reported favor¬ 
ably, the enforcement of which as law requires the 
expenditure of public money—but which, since they 
are not solely appropriation bills but involve other 
issues, are sent to other committees for investiga¬ 
tion.) 

It might be instructive here to have the students 
follow for a period the career of several bills of 
different types through the State Legislature. This 
can readily be done (and is most interesting) by 
reference to the Legislative Journals, copies of 
which can be had upon application to your repre¬ 
sentative or senator. 



221 


4. The Legislative body 

a. Powers 

(1) Power of amendment 

(2) Power of conference committees 

b. Methods 

(1) Log rolling 

(2) Pork barrel 

(3) Satisfying class interests 

5. The President 
a. Power 

(1) of veto—merely suspensive of whole bill 
—not items 
b. Position 

(1) Bound by political affiliations 

(2) Pledged by Iparty platform 

G. Results of present system. The students should 
now be able to criticize intelligently, suggesting 
such results as: 

a. Departments and bureaus tsuffer alternately 
from starvation or gorge as Congress has a 
period of economy or extravagance 

b. Unscientific expenditure due to 

(1) Inefficiency and inadequacy of original 
estimates 

(2) Influence of politics 

(3) Lack of cohesion with revenue-getting 
agencies 

c. Inability of public to check waste 

(1) Failure to place responsibility 

(2) Complexity of problem 

(3) Powerlessness of Secretary of Treasury 

d. Delay in completion of process 

(1) Number of agencies involved 

(2) Influences at work 

e. Necessitv for deficiencv bills 

(1) What they are 

(2) Their influence on making of estimates 
At this point the student should have a pretty 

clear idea of the present method of getting and 
spending the public money and should be able 
to criticize it as to its efficiency and fairness. 
At this point care should be taken to emphasize 
again the fact that such revenue is the result 



222 


of some one’s labor, time, or thought and should 
be treated accordingly. The students are now 
ready to turn their attention to possible remedy 
in the budget. 

7. The Budget 

a. Why so long delayed 

(1) Vast national resources 

(2) Lack of governmental experience 

b. Growing necessity 

(1) National resources not expanding with 
increase in expenditure—heavy taxes 

(2) Growth of interest in economy and thrift 

(3) Opportunity for comparison of United 
States with European methods 

c. Advantage of scientific system 

(1) Businesslike 

(2) Fixes responsibility 

(3) Encourages thrift 

(4) Informs public 

(5) Creates intelligent public opinion and in¬ 
terest 

d. Disadvantages of unscientific system 

(1) Impossible to have absolute accuracy in 
estimates 

(2) Does not secure thrift 

(3) Delegates too much power to one division 
or group 

e. Present budget system. These should be in 
the form of reports and might consist of ex¬ 
amples such as follows 

(1) Philadelphia Budget (Barnard & Evans, 
Citizenship in Philadelphia) 

(2) Pennsylvania’s new budget system 

(3) Annals, American Academy Political and 
Social Science, Nov., 1915. Articles on 

Budgets in New York, California, Illi- 
sachusetts and in typical European cities 

(3) England 

f. Our National Budget: Information as to bud¬ 
get legislation can be obtained by reference 
to the Congressional Record, which can be 
obtained through application to Representa¬ 
tive or Senator at Washington. Such points 
should be brought out as 

(1) History 

(2) Provisions 


223 


(a) Final power resident in whom 

(b) Controller of budget 

(c) Arguments for and against present system 

References for Nos. 2-5: 

Ashley —The New Civics 

Annals, American Academy Political nad Social Science .—Vol. LXII., Nov. 

1915; LXXXVII., Jan. 1920 
Bruere —Increasing Home Efficiency 

Fraser The Fraser Budget for Personal Use or Family Expenditures. 

Tapley Specialty Co., N. Y. 

Leeds, J. —The Household Budget—J. Wiley & Sons 

Richards, E. II .—Cost of living. J. Wiley & Sons 

Lippincotts —Home Manuals 

Taber —The Business of the Households 

Bryce —American Commonwealth 

Beard —American Government and Politics 

Hart —Actual Government * 

Guerrier —Federal Executive Dept, as Sources of Information 
Almanac —Current Year 
Current Magazines of possible value 
Literary Digest 
New Republic 
Revieio of Reviews 
Daily JS ewspapers 

Readers' Guide and Poole's Index also of value as sources of information 


No. 6. CONSERVATION OF NATURAL RESOURCES 

I. Meaning of Natural Resources 

“Natural resources are gifts of nature which exist without the 
expenditure of human labor.” 

II. Classification of Natural Resources 

A. Resources inexhaustible and self-renewing 
Examples: air, rain, ocean, lakes 

B. Resources exhaustible and non-renewing 
Examples: coal, oil, gas, copper, fertilizer 

C. Resources exhaustible but renewable 

Examples: forests, chemical properties in soil, water 

III. Importance of Natural Resources 

A. In ancient times 

B. In modern world 

1. Soil, climate, and minerals determine occupations 

2. Forests provide wood and conserve rainfall 

3. Water furnishes transportation and power 


224 


IV. Natural Resources in the United States 

A. Climate, rainfall, waterways 

B. Minerals 

1. Fuels: coal, petroleum, natural gas 

2. Ores: iron, copper, gold, silver, tin, lead, zinc, cement, 

clay 

Seriousness of waste as supply is limited 

(1) Social consequences 

(2) Economic consequences 

(3) Political consequence 

3. Methods of conservation 

a. Education of public 

b. State control 

c. National control 

* 

C. Land 

1. Importance of land fertility to nation 

2. Exhaustion of land 

a. Removal of humus from soil 

b. Crop system 

c. Poor fertilization 

d. Allowed to gully from rains and top soil ruined 

3. Available land not used 

a. Arid land not irrigated 

b. Swamp land left undrained 

c. Vacant city lots left uncultivated 

4. Methods of conservation 

a. Green crops 

b. Use of manure and chemical fertilizer 

c. Protection from floods 

d. Reclamation of land 

(1) By irrigation (Utah and California) 

(2) By drainage (Everglades and Dismal Swamp) 

(3) By planting gardens in vacant city lots 

e. Agricultural education 

5. What the Government has done for land conservation 

D. Forests 

1. Importance of forests 

a. Lumber supply 

b. Conservation of soil 

c. Flood control 

2. Destruction of forests 
a. Clearing of land 


1525 


b. Fires 

e. Careless cutting of timber 

3. Methods of Conservation 

a. Proper method of lumbering 

b. Replacement of timber 

c. Control of forest fires 

d. Education in forestry 

e. State control of forests 

f. National control of forests 

E. Water 

1. As a source of power; early use; use today 

2. As a means of transportation: rivers, lakes, canals 

3. Private or public control 

4. Means of Federal development 

References for No. 6: 

Van Hise—^ Conservation cf Natural Resources 
Bogart —Economic History of the United States 
Burch —American Economic Problems 
Talbot— ^Millions in Waste (1920) 

Sutton —Our Timber Land 
Pinchot —The Fight for Conservation 

Annals of American Academy of Political and Social Science 
The National Geographic Magazine 

“Use of Agricultural Land,” 19th Century Magazine, May, 1920 
“Agricultural Education,” U. S. Bureau of Education—Bulletin, 1918 
“New Era in Farming,” World’s Work, January 1920 

“Minerals an Essential to Nation,” Annals American Academy, May 1920 
“Turning the Wheels of a Century Hence,” Scientific American, July 10, 

1920 

“Unshakling Water Power,” Literary Digest, February, 1914 
“Forest Fire Patrol,” Travel, February 1920 
“Forest Planting,” Literary Digest, May 22, 1920 
“National Forests and the Town Pump,” Collier’s, May 27, 1920 

No. 9. TRANSPORTATION 

I. Sociological relations 

A. Movements and distribution of population 

1. Settlements on natural waterways and harbors 

2. Growth of cities at terminal points 

3. Suburban life . 

4. Truck farms 

5. Irrigation 

Fetter, p. 526 (2); Cooley, Chapter X; Cooley, p. 124-6 


16 —S 


226 


B. Varying prosperity of cities, sections, nations 

(For example: effect of discovery of new routes to India on 
great Mediterranean ports; effect of Erie Canal on growth of 
New York City; of improvement of mouth of Mississippi 
River on New Orleans.) 

C. Effect of changing standards of living 
Fetter, p 526 (3) 

I). Interdependence among persons, cities, sections, nations 
Government pamphlet for use in schools 

E. Breadth of interest—Relation to progress of civilization 

1. Cities 

2. Rural communities 

3. Nations 

a. Tendency to modification of weights and measures 
and moneys 

b. Extradition 

c. Freedom of the seas 

Cooley, pp. 67-72; Independent 01: 243, Aug. 18, ’17; War 
Encyclopedia 

F. Effect on nature of Government—Centralization of authority 


II. Economic relations 

A. On the side of production 

1. Time and place utility 

2. Technical vs. economic efficiency 

3. Large-scale production (widening market) 

4. Labor 

a. Division of labor, industrial, territorial 

b. Conservation of labor 

5. Tariff (increased cost of transportation.) 

Ely, p. 559; Fetter, pp. 527-529; Carver, pp. 233-234; 
Thompson, pp. 100-108 

B. On the side of consumption 

. i 

1. Law of demand and supply 

2. Standards of living—increase and diversification of 
wants 

3. Currency and credit—domestic, foreign 
Cooly, pp. 100-102; Thompson, Chapter XVIII 


227 


O. On the side of distribution 

1. Kent—“unearned increment'’ 

2. Tendency to equalize prices 

3. Relation to high cost of living 

4. Capital 

a. Law of diminishing costs 

b. Monopolistic tendencies 

(1) Watered stock 

(2) Discriminations (Between goods, localities, 
persons or corporations) 

(3) Pooling 

(4) “Charging all that the traffic will bear’’ 

(5) Long and short hauls 

c. Lessening need of capital (in proportion to increas¬ 

ing facilities of transportation) 

Burch, American Economic Life, chap. XXX; 

Carver, Elementary Economics, pp. 176-180 
Thompson^ Elementary Economics, pp. 162-165 


III. Historical relations 

A. Kinds of transportation; water, land, air 

Carver, 235-240; Review of Reviews, 56: 211-12, Aug ’17; 
Living Age 294: 450-66, Aug. 25, ’17 

B. Early methods of transportation in the United States 

1. In Indian times 

2. In Colonial days 

Consult American History textbooks 

C. Stages of transportation in the United States 

1. Turnpike period (1790-1816) 

2. River and canal period (1816-1837) 

3. Railway period (1842—present) 

Thompson, pp. 154-158 

Bogart & Thompson, pp. 240-244; 376-388 

D. History of our Merchant Marine 

1. Shipbuilding (1846-1861) 

Yankee clippers—trade with Orient 

2. Subsidy policy—failure 

3. Increase in coastwise trade 

4. Attempt to subsidize shipping defeated by agricultural 

South and West 

5. World War and revival of our merchant marine 
Coman, pp. 262-266; pp. 331-336 


228 


% 


E. Importance of transportation in the history of the United 
States 

1. Discovery 

2. Early trading posts 

3. Colonial trade—Navigation Act 

4. Lack of united feeling among colonies before Revolution 

5. Origin of federal convention of 1787 
G. Admission of first western states 

7. Louisiana Purchase 

8. Effects of Napoleonic Wars 

9. Program of national improvements after War of 1812 

10. Failure of ‘‘American System”—split in Republican 
Party 

11. Panic of 1837 

12. Rush to California 

13. A factor in the preservation of the Union 

14. Westward expansion—Canadian Pacific—Credit Mo- 
bilier 

15. Panic of 1873 

1G. Legislation with regard to transportation agencies 

17. Spanish American War—Panama Canal 

18. World War 

Consult American History text-books (Muzzey); Coman, pp. 

1GG-170; North American Review, Jan. ’18; World’s Work, 
Apr. ’17 

F. Elements of efficiency 

1. Speed 

2. Cheapness—economy of force 

3. Independence of natural obstacles 
Cooley, Chapter IV 

IV'. Political relations 

A. Agencies of control—Community service rendered by each 

1. For roads, bridges and streets 

a. Department of Public Works 

b. Chamber of Commerce 

c. Highway Commissions 

d. Department of Agriculture (Office of Public Roads) 

e. Post Office Department (Rural Delivery) 

2. For natural waterways—rivers, lakes, ocean 

a. State bureaus and commissions 

b. National: Departments of Commerce, Treasury.War, 
Agricultural, International Waterways Commis¬ 
sion; Interstate Commerce Commission 





229 


Thompson, 190-2; Beard, Chapter IX; Ashley, pp. 319-320, 
330-331; Local material; Haskins, pp. 129, 154-155, chapter 
XI; Franc, pp. 51, 238-242 

3. For railroads 

a. Private corporations 

b. State—railway or public service commissions 

c. National—Interstate Commerce Commission 

4. For electric railways 

a. Urban, surface, elevated, subways 

b. Interurban 

5. Steamship and other navigation lines 

6. Aircraft 

Ashley, pp/324, 325-328; 195-196, 197-199 ; Ely, pp. 573-575; 
Beard, p. 241; Haskins, pp. 154-155 

B. Question of Government ownership, operation, or control, 
of transportation lines 
Carver, p. 241; Ely, p. 571-572. 

References for No. 9: 

Ashley —The New Civics 

Beard —American City Government 

Bogart & Thompson —Readings in the Economic History of the United 

States 

Carver —Principles of Political Economy 

Coman —Industrial History of the United States 

Cooley , Theory of Transportation 

Ely —Principles of Economics 

Fetter —Principles of Economics 

Franc —Use your Government 

Haskins —American Government 

Thompson —Elementary Economics 

West —History of the American People 

Independent —August 18, 1917 

Living Age —August 25, 1917 

North American Review —January 1918 

World's Work —April 1917 


NO. 13. SCIENTIFIC MANAGEMENT 

I. Approach 
*A. Meaning 

The application of the scientific method to industry, to the 
problems of production 
B. Developtoent 

1. Requires an analysis of each industrial process and of 
each typical industrial plant 

2. The pioneer work of Mr. Taylor; the Taylor system 


230 


II. Fundamentals 

A. Division of labor 

1. Review advantages 

2. Tremendous increase in labor saving machinery, which 
has split work up into small tasks 

B. Standardization 

1. In product and in process 

2. Advantages and disadvantages 

C. Large scale production 

1. Review advantages 

2. Note recent growth 

D. Corporate form of business organization 

1. Compare with individual enterprises and partnership 

2. Advantages for large scale production 

3. Possibilities for abuse—e. g., stock watering 

III. Human Costs 

A. Monotony—worker may become a mere cog in the machinery 
and lose initiative 

B. Danger of “speeding up” the worker 

IV. Social Possibilities 

A. Increased production of goods of a more uniform quality 

B. Lowered cost and cheaper prices 

C. Stabilization of production; dovetailing of seasonal occupa¬ 
tions 

D. Reduction of unemployment 

E. Reduction of the excessive labor turn over 

V. The Organization of a Typical Industry 

A. The manager; qualities necessary for success 

B. The sale department; districts and district managers 

O. The administrative department; functions and organization 

D. The production department 

1. Factory superintendent 

2. Department heads 

3. Foreman 

4. The individual worker 


231 


E. Research department 

1. Experimentation—seeking utilization of new discoveries 

2. Introduction of new methods, e. g., office routine 

F. Personnel department 

1. Recent applied psychology, e. g., army tests 

2. Waste of excessive “hiring and firing” 

3. Selecting the proper man for the job and keeping him 

G. Educational department—increasing the personal efficiency 

(Let the student prepare a chart showing the organization of some 
local industrial plant or business house) 

References for No. 13: 

1. Marshall, Wright & Field, “Materials for the Study of Elementary 
Economics”!—Part VI, “The Organization of Industry” pp. 207-233 

2. J. A. Hobson, “Work and Wealth”2 —Chapter XIV, Scientific Manage¬ 
ment 

3. F. W. Taylor, “The Principles of Scientific Management’^ 

4. Tead and Metcalf, “Personnel Administration” 

5. J. H. Willits—“The Unemployed in Philadelphia” (Shows the relation 
of industrial management to r .he problem of unemployment) 

6. Chapters on division of labor can be found in all economics texts. 
Perhaps the best chapter is in Taussig, “Principles of Economics,” 
Chapter III 


NO. 1G. CAPITAL AND LABOR 

A. Factors in the economic process 

1. Land ? Labor, Capital, Management 

2. Distinguish between Capital, Capitalism, and Capitalist 

3. Discuss the following propositions 

a. Labor not a commodity, but a partner 

b. Land not Capital, but a gift of nature 

c. Capital and Management distinct from each other 

B. Differences between capitalists (or employers) and laborers over 

1. Wages paid 

2. Hours of work 

3. Conditions under which work is carried on 

4. Control of the industry (This is a new phase of the problem 
and at present not very acute) 

C. Organization on each side 
1. Employers 

a. Large corporations: growth, structure, methods and 
policies 

b. Employers’ associations: growth, structure, methods 
and policies 


232 


2. Employees 

a. Trade unions, (e. g., American Federation of Labor), 
growth, structure, methods and policies 

b. Industrial unions, (e. g., Industrial Workers of the 
World): growth, structure, methods and policies 

I). Forms of conflict 

1. Used by employer—lockout, blacklist, injunction 

2. Used by employee—strike, boycott, unfair list, sabotage 

E. Far reaching effects of the dispute 

1. On standards of living 

2. On volume of output, which is decreased by 

a. Sabotage 

b. Cessation of work through strikes, lockouts, etc. 

3. On development of class distinctions and class spirit 

F. Causes of the differences 

1. Ignorance on each side of the difficulties faced by the other 

2. Selfishness on both sides, each seeking the most it can get 

3. An actual conflict of interests (This is in spite of many points 
on which their interests are in harmony) 

4. Difficulties in the operation of the whole economic organi* 
zation, such as business cycles, lack of smooth cooperation 
between different industries, seasonal occupations, and part' 
time employment 

G. Causes by which these differences are intensified—due to changes 
wrought by the discoveries and inventions of the Industrial 
Revolution 

1. Division of labor 

2. Large scale production 

3. Growth of monopolies 

4. Woman and child labor 

5. Industrial accidents 
G. Sweating system 

7. Unemployment 

H. Methods of settling differences peacefully between Capital and 
Labor 

1. Conciliation and arbitration 

2. Trade agreements 

3. Industrial councils 

4. Collective bargaining 

5. Profit sharing 

6. Voluntary cooperation 


233 


I. Relation of Government to the problem 

1. Labor Legislation 

a. History 

b. Present laws 

(1) Employers’ liability 

(2) Workmen’s compensation 

(3) Social insurance 

c. Suggested laws 

d. Administrative supervision and control 

2. IThe Courts and Labor 

a. Protect rights of 

(1) Organization 

(2) Collective bargaining 

b. Make use of 

(1) The “Police Power” 

(2) The injunction 

References for No. 10: 

Adams and Sumner —Labor Problems 

Burch —American Economic Life 

Burch & Patters n —American Social Problems 

Blackmar —Elements of Sociology 

Bliss —Encyclopedia of Social Reform 

Bogart —Economic History of the United States 

Bullock —Elements of Economics 

Carlton —History and Problems of Organized Labor 

Carver —Principles of Political Economy 

Cheyney —Industrial and Social History of England 

Guitteau —Preparing for Citizenship 

Hughes —Community Civics 

Magruder —American Government 

Thomas —Elementary Economics 

Towne —Social Problems 

Tufts —The Real Business of Living 

Weeks —Reconstruction Programs 

Annals American Academy —March 1910—Standardization and Tts Relation to 
Industrial Concentration 

Current Opinion — January 1020 —Capital Finds it Pays to Make Labor a 
Partner 

Labor Review —January 1920—Boards, Councils and Shop Committees in the 
United States 

February 1920—Employees’ Representation in the Management of 

Industry 

March 1920—Cooperative Movement in the United States 
Literary Digest —January 1920—Sabotage, Sab Cats and the One Big Union 
Monthly Tmbor Review —January 1920—Proposed Organization of Labor, New 
York State Department of Labor 

March 1920—Organization of Massachusetts Department of Labor 
. and Industry 

The Survey— December 3, 1921—The Future of Industry 


234 


N.cic Republic —April 1920—American Federation of Labor in Politics 
December 1919—Is Labor in Politics 
May 1920—Non-partisan Labor 
Outlook —January 1920—Capitalist’s Confession of Faith 
June 1920—Wanted—More Capitalists 
Survey —August 1920—Trail Blazing—Labor Bureaus Incorporated 


NO. 18. MONEY AND BANKING 

Approach 

How could the workers in the principal industrial plant in town 
be paid if there was no money? Could they be paid by taking a 
part of the goods they make? • 

What do the workers do with the money they get? Do they want 
the money for its own sake or because they can get things they want 
with it? 

Money as a Medium of Exchange 

Examples of primitive money. Money is the means of keeping 
goods moving in exchange in a constant stream. Without money to 
serve as a kind of liquid of exchange modern business life would be 
impossible. 

Money as a Measure of Value 

Measuring anything is taking the ratio of it to a unit of the same 
kind. Examples from physics: the yard as a unit of length, the 
pound as a unit of weight, the calorie as a unit of heat are a means 
of expressing how much length, how much weight, and how much 
heat. How can we express how much value this piano or this watch 
has ? 

Congress has fixed the unit of value as the value of 25.8 grains of 
gold nine-tenth fine. This is called one dollar. The dollar is the unit 
of value in the United States by action of Congress. 

Money as a Standard of Wages 

Wage contracts express the laborers’ share of the product in terms 
of dollars. If the contract is for several years and the value of 
money goes up, how does this change the amount of goods that the 
laborer can buy with his wages? If the value of the dollar declines, 
how will it change the amount of goods that he gets for his 
earnings? 

Monev as a Standard of Deferred Payment 

The government borrowed during the war, giving Liberty Bonds, 
These are promises of the government to pay in ten, twenty-five, or 
thirty years the number of dollars specified in the bond. If prices 
continue to fall steadily for the next twenty-five or thirty years will 


235 


a dollar then represent more value or less value? Would the holder 
of a thousand dollar bond be able to buy more with the thou¬ 
sand dollars when the government pays it back than that sum 
would buy when the government borrowed it? Consider the effect 
of a similar change on mortgages. 

The Quantity Theory of Money 

It has already been noted that the value of money is not un¬ 
changeable. The value of money depends on the supply and the de¬ 
mand for money, just as in the case of other commodities. If the 
supply of money is greatly increased its value decreases, if all other 
conditions remain as before. Other things being equal, an increase 
in the quantity of money will cause the value of the dollar to de¬ 
crease and therefore cause prices to rise. 

Notice that the value of the dollar does not depend on the quan¬ 
tity of money alone but upon the relation of the supply and the de¬ 
mand for money. 

It is very difficult to maintain a constant balance of the demand 
and the supply of money. Our money system should be so arranged 

that the supply of money can be increased when the volume of busi- 

\ 

ness demands more money, and then can be again contracted to a 
smaller supply w T hen a smaller volume of business is being done. 

The government has made provision for this in the Federal Re¬ 
serve Bank Act. A money supply that can be changed to suit the 
demands of business at different seasons is called an “elastic cur¬ 
rency”. 

Kinds of United States Money 

1. Standard Money 

2. Token Money 

3. Read what the books say on each of the seven kinds of notes 
in circulation; what security is there to sustain the value 
of each kind? 

Credit as a Medium of Exchange 

There are so many different forms of credit that it is not easy to 
give an all-embracing definition of credit; but the most important 
idea about it is that credit is a promise to pay money at some future 
time. 

A teacher receives a check for his salary, deposits it in bank, and 
then paysi for his purchases at the stores by checks. He thus ex¬ 
changes his services for food, clothing, fuel, etc., without the use of 
any money. Having things charged is “store credit”. A deposit in 
a bank is “bank credit”. A check is an “instrument of credit”. 
Other “instruments of credit” are drafts, notes, bills of exchange, 
letters of credit, etc. 


236 


A large part of the world’s business is carried on by using credit 
as a medium of exchange instead of money. What would be the 
effect on the demand for money if credit as a medium of exchange 
were abolished ? What would be the effect on the demand for butter 
if all butter substitutes were abolished? 

Banks as Organizations Dealing in Credit 

'Commercial Banks. They serve business men; act as custodians 
of deposits and as agents to make payments. The “balance” of the 
depositors’ funds always in the bank becomes a source of earnings for 
the bank. Bank checks and drafts—exchange, domestic, and possi¬ 
bly foreign. Commercial banks may be national banks, state banks, 
or private banks. 

Savings Banks. They servo the wage earner rather than the busi¬ 
ness man. They receive small deposits, pay interest for them, and 
make investments. Building and Loan Associations are cooperative 
savings funds. Study and explain the latest “statement” of the 
nearest bank. 

National Banks 

1. The National Bank Act of 1863; how it helped to sell war 
bonds and gave the country national bank notes in place of 
the uncerain notes of the State banks 

2. Legal requirements to start a national bank 

3. U. S. bank examiners—reports to the comptroller of currency 

State Banks. Generally the most important banks are national 
banks, but there are more state banks in the United States than 
national banks. They do the work of savings banks, commercial 
banks, and trust companies. Trust companies now generally en¬ 
gage in the banking business. What is the special business of trust 
companies ? 

Federal Reserve Banks 

1. The Federal Reserve Bank Act of 1913. What condi¬ 
tions caused Congress to enact this law? 

2. The Federal Reserve Board 

3. Map of United States showing Federal Reserve dis¬ 
tricts and location of the Federal Reserve Banks. They 
are bankers’ banks. The member banks do business 
through them but individual business men do not. 

4. Advantages of the “Reserve” of deposits and of gold 

5. Advantages of the “Rediscounting” done by them 

6. The “elasticity” given to the currency by the Federal 
Reserve notes 


237 


Burch —American Economic Life 
Carver—Elementary Economics 

Fisher —The Purchasing Power of Money ; Stabilizing the Dollar 

Holdsworth —Money and Banking 

Laing —Elementary Economics 

Marshall and Lyon —Our Economic Organization 

Scott —Money and Banking 

S eager —Principles of Economics 

Thompson —Elementary Economics 

White —Money and Banking 

Wills —The Federal Reserve System 


No. 19. PUBLIC SERVICE UTILITIES 

A. Illustrations and classification 

1. According to kind of service or commodity produced 

a. Transportation: railroad, trolley, steam-boat 

b. Gas 

• c. Electric power 
d. Water supply 

2. According to size of community served 

a. Nation, e. g., Inter-state railroads 

b. State, e. g., Intra state transportation and electric com¬ 
panies 

c. City, e. g., gas and water works 

B. Nature and characteristics 

1. Economic 

a. Large scale production 

b. Wastes of competition 

c. Decreasing cost of production 

d. Natural monopolies 

2. Political 

a. Need of franchises 

b. Subject to public supervision 

C. Public Policy—the three methods 
1. Hands off 

a. Past experience—vicious practices 

b. Evils of unregulated competition 

c. No longer possible in our complex industrial society 


/ 


238 


2. Public ownership 

a. Alleged advantages 

b. Alleged disadvantages 

c. European experience 

(1) State railroad, telegraph, and telephone service in 
Germany 

(2) Municipally owned and operated trolley service 

d. American experience 

(1) The post office 

(2) War time control of the railroads 

(3) City ownership of water works 

e. Compromise—city ownership and private operation, 
e. g., Philadelphia gas works 

3. Regulation 

a. National 

(1) Federal inter-state commerce power 

(2) The inter-state commerce act 

(3) The inter-state commerce commission—purpose 
and powers 

b. State 

(1) Public service commissions—powers and activities 

c. Municipal 

(1) Transportation departments or bureaus 

(3) Restrictions in francliises 

(2) Short term franchises 

References for No. 19: 

Bullock —Elements of Economics—Chapters IX and X 
Burch —American Economic Life—Chapters XXIX and XXX 

Carlton —Elementary Economics—Chapters XII, XIII, and XXIV 

• • 

Carver —Elementary Economics—Chapter XLVII 

Ely —Outline of Economics—Chapters XII, and XXVII 

Ely and Wicker —Elementary Principles of Economics—Part III, Chapterlll 

Hamilton —Current Economic Problems—Parts VIII and IX 

Marshall and Lyon —Our Economic Organization—Studies XVII and XXV 

Rowe —Problems of City Government—Chapters X—XIV 

Thompson —Elementary Economics—Chapters XII and XIV 

Tufts —The Real Business of Living, Chapters XXIII and XXIV 

No. 23. THE AMERICAN FAMILY 

A. The approach. Talk on that which means most to the thoughtful 
boy or girl—the home and all it implies. Why is the boy or 
girl with a good home more fortunate than the one with great 
riches who has no real home life? 



239 


B. Origin of the family 

1. The family among lower animals 

2. The family in the higher forms of life 

t/ o 

0. Importance of the family: biological, social, economic, educa¬ 
tional, religious 

D. Types of family—illustrations: polyandrous, polygynous, mono¬ 
gamous 

E. Contrast between the family as set forth in the Old Testament 
and the present day family 

1. Old Testament family: subordination of all members to the 
will of the oldest male member (Patriarchal) 

2. Family of today: equality of husband and wife—spirit of 
democracy and cooperation among all members 

F. Advantages of the monogamous family 

1. Secures superior care of children 

2. Produces warmest affections 

3. Favors development of high types of religion and morals 

4. Produces definite, strong family relationships 

G. Marriage conditions in the United States at the present time 

1. Marriage age 

2. Marriage rate 

3. Marriage laws 

H. Forces at work tending to undermine the family 

1. Changes in religious thought 

2. Growing spirit of individualism 

3. Economic independence of women 

4. Extravagant ideas of the age 

5. Disregard for law 

6. Laxity of marriage and divorce laws 

7. Lack of preparation for home making 

8. Hasty marriages 

I. The outlook 

1. More strict marriage and divorce laws 

2. Uniformity of marriage and divorce laws 

3. Emphasis on training for responsibilities 

a. In the home 

b. In the church 

c. In the school 


240 


4. Present status of family transitional 

a. Growing economic and political independence of women 

b. Gradual acceptance of the partnership relation between 
husband and wife 

c. Increased recognition of the rights of childhood 

« * 

References for No. 23: 

Ellwood —Sociology and Modern Social Problems 
Toivne —Social Problems 

Burch and Patterson —American School Problems 

Lichtenberger —Divorce: A Study in Social Causation (for the teacher only) 
Howard —History of Matrimonial Institutions (for teacher only) 

Ooodsell —The Family as a Social and Educational Institution 

No. 24. POSITION OF WOMEN IN AMERICA 

I. Historical Approach 

A. The primitive position of women 

1. In the home 

2. In industry 

3. In social life 

B. The Colonial position of woman 

C. The advance toward equality 

1. In the home 

2. In industry 

3. In social life 

Abbott —Women in Industry—10-35, 46-62; 87-109 

Bryce —In Library of World’s Best Literature, Vol. 6, 2644—2652 

Campbell —Women Wage Earners—57-76 

Oiddings —Elements of Sociology—261-263 

Mason — Woman's Share in Primitive Culture 

Mill —On Liberty—the Subjection of Woman 259-296; 301-352 

Muirhead —America—the Land of Contrasts 40-63 

'Nearing —Social Adjustment—140-148 ; 302-306 

II. Economic Relations 

A. Woman in the home 

1. In the position of a married co-worker 

2. in the position of a family supporter 
3>. In the position of a dependent 

a. As a parasite 

b. As a spender 

4. In the position of a domestic servant 

a. As a member of the household 

b. As a trained dav laborer 


241 


5. In the position of an institutional homemaker 

a. As a matron 

b. As a trained director in various branches 

Addams —Democracy and Social Ethics—102-13G 

Campbell —Women Wage Earners—237-249 
Debaters' Handbook —Employment of Women—71-70 
Nearing —Woman and Social Progress 49-50; 171-177, 187-190 
Veblen —Theory of the Leisure Class 

B. Woman in industry 

1. As a factory worker in the production of boots and 
shoes, of cigars, of cotton goods, of printed matter, of 
ready-made clothing 

Abbott —Women in Industry—148-180 
Candee —How W-omen Earn a Living 
Census —1910—Vol. 4. 

Meyer —A. (ed.) Women's W T ork in America—270-322 

Publications Committee on Women’s Work of the Russell Sage Foundation 

Wright —Industrial Evolution—202 

2. As a factor in the labor problem, affecting wages, com¬ 
petition, efficiency, trade unionism, labor strikes, un¬ 
employment 

Adams and Sumnei’— Labor Problems, Chapt. 2. 

Brander —Business a Profession—35-39—Introduction 
Carlton —History and Problems of Organized Labor 411 
Carlton —Industrial Situation 94 

Clark and Wyatt —Making Both Ends Meet-—44-87—149-179 

Debaters' Handbook —Employment of Women—124-130 

Henry —The Trade Union Woman 

Keller —Out of Work—34-58 

Nearing —Wages in the United States—208 

N earing-W at sen —Economics—147-153 

Ross —Changing America—04-82 

Rountree and Darker —Unemployment—202-222 

Literature—Chicago, Ill. National 'Women’s Trade Union League of America 

3. As a factor in farm life: in general farm production; 
in specialized branches 

United States Department of Agriculture 

Bulletin 104—Domestic Needs of Farm Women 

Bulletin 100—Economic Needs of Farm Women 

Bulletin 105—Educational Needs of Farm Women 

Bulletin 103—Social and Labor Needs of Farm Women 

Bulletin 719—Woman’s Rural Organizations and Their Activities. 

4. As an inventor of articles for use in the home; in in¬ 
dustry 

Logan —Part Taken by Women in American History, 882-880 
Meyer, A. — (ed.) Woman’s Work in America, 279-280 
Mozans —Woman in Science, 334-355 


16 —S 





242 


C. Woman in professional life 

1. In the Held of education as advanced students 

2. As educational leaders 

a. Among the white races 

(1) In public schools 

(2) In private schools 

(3) In institutional schools 

b. Among the colored races 

(1) In public schools 

(2) In private schools 

(3) In institutional schools 

3. In the field of arts 

a. In art 

b. In music 

c. In literature 

d. On the stage 

4. In the field of journalism 

5. In the ministry 

6. In law 

7. In the scientific fields 

a. Of mathematics 

b. Of physics 

c. Of chemistrv 

4 / 

d. Of natural science 

e. Of archaeology 

f. Of medicine and surgery 


Adams and Foster —Heroines of Modern Progress, .°>0-57 

Meyers —(ed.) Woman’s Work in America 

Mozans —Woman in Science 

Palmer —Life of Alice Freeman Palmer 


III. Sociological—Economic Eolations 
A. Woman as a socializing agent 

1. In the home 

a. Social settlements 

b. Divorce 

2. In civic social service manifested through 

a. Social settlement 

b. Child welfare 

c. Clubs for working girls 

d. Organized charities 

e. Civic improvement societies 

f. Public recreational agencies 

g. Health activities 

(1) Hospital service 

(2) Public nursing 


243 


American Magazine, September 1913, 76: 45-49 

Allen —Woman’s Part in Government, 286-290 

Ashley —The New Civics, Chapter 5 

Addams —Twenty Years in Hull House 

Bracket —Supervision and Education in Charity, 203-210 

Bruce —Woman in the Making of America, 224-252 

Burch and Patterson —American Social Problems, 323-324 

Ellwood —Sociology and Modern Social Problems, Chap. 8 

Hale —We, the People, 78-81 

Lipman —Drift and Mastery, Chap. 11 

Logan —Part Taken by Women in American History, 545-548 

Meyer , A. (ed.) —Women’s Work in America, 323-358 

Hearing —Social Adjustment-128-134 

Hearing —Woman and Social Progress, 248-256 

Roosevelt —Realizable Ideals, 34-66 

Stanley —Clubs for Working Girls 

Warner —America’s Charities 

B. Woman as a reformer 

1. In crime correction movements involving 

a. Reformatories and prisons 

b. Juvenile welfare 

2. In national activities, such as 

a. Care of Indians 

b. Prohibition 

c. Bed Cross work 

4 

Bruce —Woman in the Making of America, 245-249 

Adams and Foster —Heroines of Modern Progress, 14-29 ;131-146 

Barton —Story of the Red Cross 

Griffith —Crime and Criminals 

Henderson —Modern Methods of Charity 

Henderson —Penal and Reformatory Institutions 

Meyer, A. (ed.)—Woman’s Work in America 

IV. Political Relations 

A. Women’s rights under the law 

1. Divorce 

2. Property ownership 

3. Commercial rights 

Beard —American Citizenship, Chapter 3. 

Bayles —Woman and the Law 

Cyclopedia of American Government, Vol. Ill, 698-699 
Cyclopedia of American Government, Vol. Ill, 698-699 


B. Woman and the suffrage 

1. In local communities 

2. In the various states 

3. In the Nation 


p 


244 


Allen —Woman’s Part in Government 

Bryce —The American Commonwealth, Vol. II, Chapter 96 

Cleveland —Organized Democracy 

Debaters’ Handbook, Woman Suffrage 

Guitteau —Government and Politics in the United States 

Ilecker —Short History of Woman’s Rights, 236-261 

Kelley —Some Ethical Gain through Legislation, 172-195 

Magruder —American Government, 355-56 

Meyer , A. (ed) —Woman’s Work in America, 245-270 

Ostrogorski —The Rights of Women 

Ostrogorski —Democracy and the Organization of Political Parties-Voi. 
2, 292-299 


NO. 25. WOMEN IN INDUSTRY 

1. Introduction 

A. Why women go into industry 

1. Removal of tasks from home to industrial establish¬ 
ments 

2. Desire for pin money 

3. Need to support self or others 

4. Desire for occupation or for independence 

B. Number of women in industry 

C. Early history of women in industry 

D. Occupations open to women 

1. Agriculture 

2. Domestic service 

3. Industry 

4. Commerce 

5. Professions 

References for I 

Abbott, Edith, Women in Industry (1910) 

Burch & Patterson, American Social Problems, pp. 173-175 
Fraser, Helen, Women and War Work 
Towne, Social Problems, pp. 84-85 

Official Bulletin, 3: 27, Plans for American Women in Industry after the 
War. (Jan. 8, 1919) 

New Republic, 12: 132-134, Women Farm Workers 
Independent, Feb. 19, 1917. The Woman Power of the Nation 
School and Society, 6: 699-705. War Work of College Women in the West 
Survey, 40: 433-34, Women’s Land Army for Peace Times 
Women’s Bureau, U. S. Dep’t of Labor, The New Position of Women in 
American Industry, Sec. IV. 


245 


II. Sociological Relations 

A. Effect of labor on health of women 

1. The sweat shop 

2. Standing 

3. Cramped positions 

4. Insanitary conditions 

5. Long hours 

6. Combination of factory and home duties 

B. Effect on education 

1. Vocational training 

2. Lack of training in care of home 

C. Effect on marriage 

1. The lure of the big wage 

2. Acquaintance confined largely to men of own station 
and economic standing 

D. Effect on family life of married women who work 

1. The house: cleanliness, meals, etc. 

2. The children: health; lack of training—ignorance, im¬ 
morality, crime 

3. Birth-rate; race suicide 


References for II 

Burch & Patterson, p. 174 T7rt 

_ . » _„ e i. 1 Q 1 Q WflP’p Earning Girl and Home 

Journal Home Economics, August, lJld, wag 

Economics ^ . ., . 

Literary Digest, Nov. 15, 1919. To stop Race Suicide in France 
Machinery, 49: 1067-70, Dec. 12, ’18. Preliminary Training for Women W 

Monthly Labor Review, Aprii 1920, Vocational Training for Wome^in Lmlmdry 
Goldmark, J. C„ Fatigue and Efficiency, a Study m Industry, Russell ha, 

b “ B " Women and the Trades. Russell Sage Foundation, Pittsburgh 
Survey 


III. Economic Relations 
A. Production 

1. Efficiency of women as compared with men 
Quality and quantity of work 
Regularity of attendance 

The labor turnover 

2. Wages 

Comparison with men’s wages 
Equal pay for equal work 
Wage worth and school training 


246 


3. Hours of labor 
Part time workers 
Sweat shop 
Factory, store 

4. Demand for women workers 
Low wages 

Attitude toward work 

B. Consumption 

1. Standards of living 
Food 

Clothing 
Housing 
Recreation 
Self betterment 

2. Home economics vs. community economics 

References for No. III. 

Burch & Patterson, p. 174 

Hedges, A. C., Wage Worth of School Training; an analytical study of six 
hundred women workers in textile factories, pp. 1-3; 135-159, 

Towne, pp. 85-90 

Annals American Academy, January 1919, Wages for Women Workers 

Fortnightly, 111: 63-70. January 1919. Equal Pay for Equal Work 

Ladies’ Home Journal 36: 39, What the English Working Woman has proved 

Literary Digest, Dec. 13, 1919. Women and Machines 

Literary Digest, July 19, 1919. Limitations of Women Workers 

Nation, Feb. 22, 1919. Women’s Wages 

Saturday Evening Post, 189: 25-30 

Women’s Bureau, U. S. Department of Labor, The New Positions of Women 
in American Industry, Sec. III. Effect on Men’s Work 
Women’s Bureau, etc. Candy Makers in Philadelphia, Factory Workers in 
Virginia, etc. 

Survey, Nov. 6, 1920, Women in Industry 

IV. Political Relations 

A. Protection of women a demand of society 

B. Kinds of legislation 

1. Hours 

2. Type of work 

3. Minimum wages 

4. Protection of machinery 

5. Other conditions of labor 

C. Agencies for improving conditions 

1. Trade unions 

2. International Congress of Working Women 

3. Women’s Bureau, Department of Labor 

4. Consumers League, etc. 




247 


D. Recent Legislation 

1. Pennsylvania Act of 1913 

2. Labor clauses in the peace treaty 

E. Proposed legislation 

/ 

References for IV 
Towne, pp. 90-93 

New Republic, Jan. 28, 1920. Special Legislation for Women Workers 
Industrial Management, April 1919. Changing Minimum Wage Recommenda¬ 
tions in Washington, D. C. 

Annals American Academy, January 1919, Federal Policies for Women in 
Industry 

Industrial Management, Dec. 1918. Safeguarding Working Women and their 
Offspring 

Literary Digest, Feb. 25, 1919, Safety for Women in Factories 
Women’s Bureau, etc. Annual Report 

American Labor Legislative Review, Sept. 1919. Women Workers and the Labor 
Clauses in the Peace Treaty 

American Machinery, Feb. 7, 1918, Laws Regarding Women in Shops 
American Labor Legislative Review, 9: 62, Women Workers during Recon¬ 
struction 

Survey, Oct. 9, 1920, Minimum Wage in Washington and Massachusetts 
Survey, Oct. 23, 1920, Forty-Eight Hour Law in Massachusetts 
Henry, Alice, Trade Union Women 

Textile World, 57: 3509 May 8, 1920, Hours for Women 
Laws ‘in the Principal Textile Manufacturing Cities 

U. S. Bureau of Labor Statistics, Bulletin 217, 1918, 1918 Effect of Workmen’s 
Compensation Laws in diminishing the necessity of Industrial Employment 
of Women and Children 

New Republic 20: 191-2, Sept. 17, ’19. On the Doorstep 

NO. 26. CHILD LABOR 

A. Effects of Child Labor 

1. Health 

2. Mental Development 

3. Industrial Efficiency 

4. Morals 

5. Citizenship 

Spargo —The Bitter Cry of the Children 

National Child Labor Committee Bulletins 

A Study Course in Child Labor—149-183 

Effects of Street Trading on Health of School Children—218 

Child Labor and Illiteracy—237 

Hood, The Song of the Shirt 

Child Welfare in Kentucky 

Child Labor a Menace—223 

Child Labor and Social Progress—69 

High Cost of Child Labor 234-241 

Pennsylvania’s Children, Public Education and Child Labor Association of 
Pennsylvania 

Bliss —The Encyclopedia of Social Reform 


248 


B. Causes of Child Labor 

1. Poverty 

2. Industrial conditions 

3. Educational conditions 

4. Public indifference 

5. Greed 

Hunter —Poverty—Chapter I 

Hearing —The Child Labor Problem 

Adams and Sumner —Labor Problems—Chapter II 

Mangold ,—Child Labor Problems, Book III, Chapters IV-Y 

Carlton, —History and Problems of Organized Labor, Chapter III 


C. History of Child Labor 

1. In England 

2. In United States 

Toicne —Social Problems--Chapter II, p. 50 

Cheyney—Industrial and Social IPstory of England—Chapter IV, p. 2(>0 
Hutchins and Harrison —History of Factory Legislation (English) 

Hodder —Life and Work of the Seventh Earl of Shaftsbury 

I). Extent of Child Labor 

National Child Labor Comm. Bulletins: 

Children at Work on Men’s Clothing—August 1014 
Child Labor in Glass Industry—Nov. 1014 
Appeal of Children—44 

Other bulletins concerning extent of Child Labor may be had on application 
to the National Labor Committee, 105 E. 22nd St., New York City; these 
are listed merely as examples. 

Bliss —Encyclopedia of Social Reform—pages 170-175 

1 

E. Prevention of Child Labor 

1. Investigation of existing conditions 

2. Adequate educational facilities 

3. Legislative measures 

a. State legislation 

b. National child labor law 

4. Public Inspection 

Safeguards for City Youths at Work and Play—Chapter III 
Kelley —Some Ethical Gains through Legislation—Chapters I-II 
Census —1910, Volume on Occupations, 1-70 
Penna. State Child Labor Act—177 
Internal Revenue Act, 1919 

Bliss —Encyclopedia of Social Reform—page 180—'“What Constitutes an Ef¬ 
fective Child Labor Act” 

I 

Reports of National Child Labor Committee 

Totcne —Social Problems—page 74, Chapter II 

Labor Laws of Penna., Department of Labor and Industry, 1914 


249 


NO. 28. FATIGUE 
A. Sociological Relations 

1. Effect on health of individual worker 

“First Sign of Disease”, Literary Digest 63:124-7 
“Rest as a Business Proposition”, Literary Digest, 60:28-9 
“Health and the Hours of Labor”, Public, 21:1235-7 

2. Effect on length of life 

“Labor, Law and Life”, Independent, 86:123-24 
“Human Machinery in the Factory”, Review of Reviews, 57: 
317-18 

“Human Conservation and the Supreme Court”, M. J. Hop¬ 
kins, Survey, 36:221-22 

3. Effect on family life 

(The individual suffering from fatigue is unable to enter 
into the enjoyments of family life). 

“Human Nature and Social Order”, Cooley 
“Social Control”, Ross 

4. Effect on leisure 

(Fatigue renders the individual incapable of putting to 
advantageous use his leisure time.) 

“Work and Life”, Howerth, 144-48 
“Business—a Profession”, Brandeis, 28-37 
“Sociology and Modern Social Problems”, Ellwood 

5. Major causes of industrial accidents 

(Hours when fatigue is greatest run parallel to the time 
when the largest number of accidents occur.) 

Burch and Patterson, “American Social Problems”, 180-1 
Myers, G. “Study of the Causes of Industrial Accidents”, 
American Statistical Association, 14: 072-94 
“Industrial Safety”, bibliography, American Labor Legisla¬ 
tion Review, 4: 557-61 
Leesk, A., “Red Lights of Labor” 

6. Fatigue and Stimulants 

“Relation of Fatigue and the Taking of AUohol by Work¬ 
men”. Current Opinion 64: 39 
Washington, B. T., “Negro Crime and Strong Drink” 
Crothers, T. D., “Criminality from Alcoholism” 

7. Fatigue and crime 

Kind, M., “Eye Strain and Crime”, Journal Criminal Law, 
27: 188 

Thomas, W. H„ “Causes of Crime”, Journal Grindnal Law, 
4: 768-72 

“Climate and Criminality’’, Journal Criminal Law, 4:687-97 


250 


B. Economic Relations 

1. Effect on efficiency of worker 

a. Law of diminishing returns 

After fatigue sets in the individual is no longer work¬ 
ing to best advantage 

b. Lowered efficiency, loss of productive power 

Long continued work and monotonous operations slow 
down the worker 

c. Impairment of individual efficiency 

Fatigue results more frequently in lessened efficiency 
than in sacrifice of life and limb 

2. Wastes in materials of production attributed to fatigue 
Goldmark, P., “Waste of Overwork”, Independent 90: 210 
“Waste of Getting Tired”, Independent, 91: 427 
“Science and Art of Resting,” Collier’s, 56: 33 

3. Fatigued individual unable to stand up for his rights 

% 

4 . Fatigue lessened when one follows a trade for which he is 

best fitted, and in which industry is stimulated by in¬ 
terest 

5. Home economics vs. community economics 

a. Monotonous and drudge tasks subject to fatigue; re¬ 

moval of these duties from the home eliminates much 
of the housewife’s fatigue 

b. Tasks removed from the home and now accomplished by 

(1) Bake shops 

(2) Community kitchens 

(3) Cleaning centers 

(4) Drying centers 

(5) Markets 

(6) Laundries 

(7) Housewives’ leagues 

(8) Spinning factories 

(9) Clothing manufacturers 

Hart, A. B —“Art of Living”, Social and Economic Forces, 479-95 
Chapin, R. C .—“Standards of Living Among Workingmen’s Families in 
New York City,” 

Review —American States Association, 12:170-2 

Kingsbury, 8. M .—“Standards of Living and the Self-dependent Women”, 
Proceedings American Academy Political and Social Science, 1:72-80 
Romanes, J. H .—“Village Economy”, English Historical Review, 29:532-37 


251 


C. Political Relations 

1. The question of protection, formerly an individual one, now 
a public issue 

(Society must be protected; the individual is not capable of 
judging for himself, hence the need for legislation.) 

2. Child labor legislation 

a. Age limits 

b. Number of hours 

c. Time of work (daylight hours) 

d. Type of work 

e. Part-time school education 

3. Woman labor 

a. Hours of work 

b. Type of work 

c. Minimum wage 

d. Conditions of labor 

% 

4. Man labor 

a. Hours of labor 

b. Rest shifts in certain kinds of work; number of con¬ 
tinuous hours railroad engineers may work fixed by 
legislation 

5. Industrial agencies for improving conditions 

a. Voluntary cooperation 

b. Trade unions 

c. Strikes 

d. Boycotts 

e. Arbitration 

f. Conciliation 

g. Lockouts 

h. Federations of labor 

6. Recent legislation 

a. Employer’s liability acts 

b. Workmen’s compensation acts 

c. Compulsory state insurance 

d. Old age pensions 

e. Sweat-shop legislation 

f. International labor laws 

g. Hours, minimum wage, type of work, etc. 

7. Other means and agencies 

a. Social insurance 

b. Fraternal insurance 

c. Labor union benefits 

d. American Federation of Labor 

e. International labor associations 

f. State socialism 


252 


Seager, H. R. —“Labor Legislation: A National Social Need”, Proceedings 
American Academy Political and Social Science, 2 :549-53 
“Labor Laws for the World”, New Statesman, 13:4 
“State Legislation”, Child Labor Bulletin, 5:135-6 
“Child Labor and Education”, Religious Education, 13 :60 

“Legislation for Women in Industry”, American Labor Legislation Review, 
6:356-413 

‘Industrial Fatigue”, Living Age, 299 :316-18 
“Fatigue Elimination Day”, Scientific American, 117 :378 

Lord, G. B .—“Cause of Industrial Fatigue”, Industrial Management, 55 :310-11 

“Cause of Industrial Fatigue”, Scientific American, 82 :250 

Lance, W. J. —“Eight Hours for Railroad Crews”, New Republic, 6:173-5 

Ogden, G. K .—“Industrial Fatigue”, 19th Century, 81:413-33 

“Less Rest, the Less Work”, Literary Digest, 54:1988-9 

Stearns, II .—“Neglected Causes of Fatigue”, New Republic, 10:347-50 

Bayliss, W. M .—“Investigation of Industrial Fatigue”, National, 100:446 

“Hours”, American Labor Legislation Review, 6:285-9 

“Faulty Fatigue Tests,” Literary Digest, 64 : 97-101 

Speetli, It. A. —“Prevention of Fatigue in Industry”, Industrial Management, 
57 :7-9, 20-2, 215-17, 311-13, 409-11 

“Fatigue Phenomena in Metals,” Scientific American Monthly, 1 :22 8 

Goldmark, J. G. —“Comparison of an Eight Hour Plant and a Ten Hour Plant” 
Gulick—' “The Efficient Life” 

Gdbot —“Fatigue” 

Gannon —“Fatigue” 

Ely and Wicker —“Elementary Principles of Economics” 

Garver —“Principles of Political Economy” 

Gannon —“Bodily Changes in Pain, Hunger, Fear and Rage” 

Broadhurst, Jean —“Personal and Community Hygiene” 

Goldmark, J. —“Fatigue and Efficiency: a Study in Industry” 

NO. 30. CONGESTION IN URBAN DISTRICTS 

A. Sociological aspect of problem 

1. Study of the population of the city: age, sex, nativity, birth 
rate, death rate 

2. Resulting sociological problems 

a. Housing problem and its effect on family life, health, 
poverty, crime, unemployment 

b. Poverty and pauperism: causes, extent, remedies 

c. Crime: causes, extent, classification of criminals, meth¬ 
ods of treatment, juvenile delinquency, remedies 

d. Educational problems ' 

(1) Sufficient schools to meet demand 

(2) Curriculum to meet needs of head workers, hand 
workers 

e. Problems of providing suitable recreation 

(1) Need for 

(2) Proper kinds 

(3) Dangers from lack of 

(4) Danger from improper kinds 


263 


f. Problem of safeguarding the health of city dwellers 

(1) Water supply 

(2) Waste disposal: garbage, ashes, rubbish, sewage 

(3) Regulation of housing and sanitation 

(4) Fire protection 

(5) Treatment and prevention of diseases, etc. 

B. Economic aspect of problem 

1. Economic interdependence of urban dwellers; comparison 
with the almost absolute independence of the rural dwellers 
of a generation ago 

2. Problem of cost of living 

a. Higher rent than in the rural district 

b. Greater demand for clothes and luxuries 

c. Higher food prices 

3. Problem of unemployment: causes, extent, results, propos 
ed remedies 

4. Problem of taxation: theory of, methods of, purpose of 

5. Transportation problems: within the community; without 
the community 

C. Political aspect of problem 

1. City government—various types 

2. Part played by government in regulating the following 

a. Education 

b. Housing 

(1) Legislation 

(2) City planning 

(3) Sanitation and health 

c. Recreation 

(1) Playgrounds, recreation centers, etc. 

(2) Regulation of privately owned places such as 
movies, dance halls, amusement places 

d. Employment 

(1) Legislation 

(2) Agencies 

(3) Public works, etc. 

e. Charities 

f. Treatment of offenders 

g. Control and regulation of public utilities 

h. Prevention of crime 

i. Immigration 

j. Trusts—prices, etc. 


254 


D. Causes of congestion 

1. Economic causes 

a. Growth and centralization of manufacturing 

b. Increase in trade and commerce 

c. Diminishing importance of agriculture in the life of 
man 

2. Sociological causes 

a. Social advantages in the city 

b. Education and intellectual opportunities in the city 

. \ 

E. Proposed remedies for congestion 

1. To make agriculture more attractive 

2. To make village life more attractive 

3. To colonize the poor of cities in the country districts 

4. Administrative decentralization to scatter the state insti- 
tutions through rural sections 

5. Improved municipal housekeeping 

6. Development of suburbs through rapid transit 

7. Tying city and country together 

a. Telephone 

b. Trolley 

c. Automobile 

d. Good roads 

e. Motor truck 

f. Movie 


References for No. 30 

Beard —American City Government 

Elhcood —Sociology and Modern Social Problems 

Guittcau— -Government and Politics 

Howe —The City the Hope of Democracy 

Munro —Government of American Cities 

Nearing —Social Adjustment 

Roberts —The New Immigration 

Rowe —Problems of City Government 

Towne —Social Problems 

Tufts —The Real Business of Living 

Zeublin —American Municipal Progress 

Bullock —Elementary Economics 

Burch, —American Economic Life 

Carver —Principles of Political Economy 

Ely and Wicker —Elementary Principles of Economics 

Thompson —Elementary Economics 


255 


NO. 31. IMMIGRATION 

I. Sociological Relations 

A. Number and nationality of immigrants 

1. Before 1885 

2. After 1885 

References: Ellwood, 200-209; Towne, 37-40; Jenks and Lauck, 483-484, 
Burch and Patterson, 107-112 ; Hughes, 391-392; Cyclopedia of American 
Government, Vol. II, 143-144; Haskin, 27-34; Commons, 63-106; World’s 
Work, Vol. I, p. 281; Claghorn, Changing Character of Immigration; 
Adams and Sumner, 70-72. 

B. Geographical distribution of immigrants 

1. Sections 

2. City or country 

3. “Nations within a nation” 

References: Ellwood, 209-210; Towne, 40-41; Burch and Patterson, 

112-113; Jenks and Lauck, 281, 466-476; Hughes, 395-395; Adams and 
Sumner, 72-75; Haskin, 92-100; World’s Work, Vol. VI, 4021, Where 
our Emigrants Settle, Howes (map). 


C. Causes of immigration 

1. Causes for leaving home country 

2. Causes for coming to America 

References: Towne 41-44; Steiner, 16-29, Chap. 12, Jenks and Lauck 11- 
13; Burch and Patterson 102-104, 109-112; Hughes, 392-3; Adams and 
Sumner, 70-72; Ellwood, 198; Cyclopedia of American Government, 144. 


D. Effect on standard of living 

1. Health 

2. Poverty 

3. Reaction on American stock 

4. Widening class distinctions 

References: Burch and Patterson, 113, 115, 117; Adams and Sumner, 79- 
81; Carver , 397 ; Jenks and Lauck, 6-7 ; Cyclopedia of American Govern¬ 
ment, 144; Commons, 151. 


E. Congestion of population 


1. Housing 

2. Morals 

a. Crime 

b. Effect of disproportion of the sexes 

3. Recreation 


References: Jenks and Lauck, 43-64. 115-133; 


Steiner 262-282; Ellwood, 


214-216: Adams, Spirit of Youth and the City Streets; A. B. C. of Hous- 


256 


ing—Publication of California Commission of Immigration and Housing; 
{School and the Immigrant, Dept, of Education, New York City (Jenkins— 
The Recretational Life ©f the Foreigner) ; Commons, 160-178; Haskins, 
139-143. 

, I 

F. Education and Illiteracy 

References : Ellwood, 212-214 ; Jenks and Lauck, 407-419 ; Adams and Sumner 
89; Haskin, 139-147; Unpopular Review, Vol. 5, 153-70, Fairchild, 
Case for the Literacy Test, Ind. v. 85, 234; Literacy Test for Immigrants 
(Brief for Debate). 

G. Assimilation 

1. Favorable and unfavorable characteristics of foreigners 

a. Assimilation of the Alien 

b. Assimilation of Alien contributions 

2. Agencies working for and against assimilation 

3. Americanization 

References: Burch and Patterson, 114, 117-119; Towne 53-55; Ellwood, 
199-200; 225; 229; Hughes 398-403; Jenks and Lauck, 96-113, 198-203, 
214-293; Cyclopedia of American Government, 145; Commons 39-62; 198- 
238; State and National Pamphlets on Immigration and Americanization. 

H. Consequences to the Home Country 

References: Jenks and Lauck, 14; Rev. of Revs. v. 30, 109-111, July, 

1904, What Emigration May Mean to Italy;.v. 32, 361-63, Sept. 

405, Is Emigration Ruining Italy?: .v. 55, 491-492, April 306, 

Emigration Viewed from the Other Side. 

II. Economic Relations 
A. Production 

1. American need for immigration 

References: Jenks and Lauck 18-20; Burch and Nearing 89; Ashley, 
46-49; Rev. of Revs., v. 35, 319-28, March ’07, Rossiter, Why We Need 
the Immigrant. 

2. Exploitation 

a. Supply of unskilled labor 

b. Fluid labor supply 

c. Contract labor 

d. Work of steamship companies 

e. Sweating system 

f. Padrone system 

g. Child labor 

h. Women in industry 

References: Jenks and Lauck, 162-180; Haskin, 50-58, 179-181; Burch 
and Patterson, 114; The Nation, May 10, 1917, Immigration and 

the Labor Supply; Adams and Sumner, 79, 90, 113-141. 




257 


3. Question of invention and machinery 
References: Jenks and Lanck, 186-187. 


4. Hours of labor 

a. Competition in labor markets; displacement of 
American labor 

b. “High-geared” vs. “low-geared” civilization 

References: Thompson, 323-326; Burch and Patterson, 114, Jenks and 
Lauck, 206; Cycloped a of American Government, 114; Adams and Sumner, 
86-87. 

5. Occupations 

a. Industrial distribution 

b. Racial displacement 

c. Occupational misplacement 

References: Jenks and Lauck, 67-93, 135-140, 193-195, 420, 430-440; 
Burch and Patterson, 113; Ell wood, 209-210; Cyclopedia of American 
Government, 144. 

6. Industrial depression 

a. Unemployment 

b. Temporary return of immigrants to home country 

References: Adams and Sumner, 87, 91-92; California Commission of 
Immigration and Housing, Pamphlet on Unemployment. 


7. Organized labor and the immigrant 

References: Jenks and Lauck, 191, 202-204; Cyclopedia of American 
Government, 145; Atlantic, v. 93, 299-308, March ’04, Ripley, Race Factors 
in Labor Union; Adams and Sumner, 88. 

B. Consumption • low standard of living of immigrant 

(see sociological references) 

C. Distribution 

1. Low wages to immigrant 

2. Unfair rents to land owners 

3. Unfair profits to entrepreneurs 

References: Cyclopedia of American Government, 145; Jenks and Lauck, 
141-160; 195, 440-462; Thompson, 295-308; Ely and Wicker, 312-317; 
Adams and Sumner, 87-88. 


25S 


III. Political Relations 

A. The immigrant and politics 

1. Knowledge of form and purpose of our government 

2. Attitude towards our American democracy 

3. Influence on American politics 

References: Abbott, 247-2G7; Burch and Patterson, 115; Jenks and Lauck, 
7-8; Commons, 179-198. 


B. Federal control 

1. Powers of Congress 

2. Federal departments 

3. Change from state to national control 
References: Constitution, Art. 1, Sec. VIII, Clause 4. 

Jenks and Lauck, 302-304; Magruder, 174-175. 

C. Present restrictions 

1. Reasons 

2. Provisions 

3. Cooperation of foreign countries 

References: Burch and Patterson, 119-121; Towne, 48-53, Ellwood, 217- 
225; Jenks and Lauck, 304-324; Cyclopedia of American Government, 
140-147; Haskin, 108-115. 

1). Proposed restrictions 

References: Burch and Patterson, 120; Jenks and Lauck, 320-'41, Cyclo¬ 
pedia of American Government, 147. 

E. Practical legislation 

1. With regard to restriction 

2. Improvements in 

a. Location of workers 

b. Fair hours and wages 

c. Standards of living 

d. Adequate assimilation 
References for No. 31. 

Abbot —The Immigrant and the Community 
Adams and Sumner —Labor Problems 
Addams —Spirit of Youth and the City Streets 
Ashley —New Civics 

Burch and Patterson —American Social Problems 
Burch —American Economic Life 
Carver —Elementary Economics 
Commons —Races and Immigrants in America 
Cyclopedia of American Government 
Ellwood —Sociology and Modern Social Problems 
Ely and Wicker —Elementary Economics 
Haskin —The Immigrant—an Asset and a Liability 
Hughes —Community Civics 
Jenks and Lauck —The Immigrant Problem 
Magruder —American Government 
Sterner —On the Trail of the Immigrant 
Thompson —Elementary Economics 




250 


NO. 33. POVERTY ! 

A. Introduction 

1. Meaning of terms 

a. Poverty—income and standards of living below that of 
health and working efficiency 

b. Pauperism—receiving charity 

2. Extent of poverty and pauperism 

a. Studies made in some great cities; e. g., Booth in Lon¬ 
don and Hunter in America 

b. “The submerged tenth” 

3. The point of view 

a. Old idea—poverty a necessity and charity a virtue 

b. New point of view—poverty a social disease, to be elimi¬ 

nated by social means like yellow fever by med¬ 
ical resources. Necessity of getting at causes. 

B. Effects of Poverty 

1. On standards of living 

2. On health—e. g., tuberculosis rate 

3. On working efficiency—economic production 

4. On crime rate 

5. On family life 

C. Causes of Poverty 

No one single cause—mistake of reformers in looking for a 
single solution. The individual and the environment a 
reciprocal relation 

1. Environmental causes of poverty 

a. Physical environment—e. g., hookworm and shiftless¬ 
ness of southern mountain whites; temporary effects 
of floods and earthquakes; e. g., Galveston and San 
Francisco 

b. Economic environment 

/ 

(1) Low wages—What is the minimum wage in your 
local community upon which a decent standard of 
living can be maintained? 

What proportion of Avorkers receive less? 

Wages frequently do not go up so rapidly as the 
cost of living 

Real wages vs. money Avages 

(2) Unemployment 

(3) Dangerous trades and industrial accidents 

(4) Child labor 


c. Social environment 

(1) Poor family life 

(2) Bad housing and living conditions 

(3) Inefficient educational system 

(4) Unregulated immigration 

2. Individual causes 

a. A reflection of the evils in the environment 

b. Illustrative industrial causes 

(1) Degeneracy 

(2) Disease 

(3) Intemperance 

(4) Crime 

(5) Desertion 

(6) Death of main support 

(7) Old age 

(8) Physical and mental defects 
(0) Indolence 

D. Remedies for Poverty 

The aim is the elimination of the environmental causes of 
poverty. Meanwhile we must also care for the individual pau¬ 
per. 

1. Environmental 

a. Low wages 

(1) Organization of workers into unions. Strike as 
a weapon 

(2) Child labor laws 

(3) Minimum wage for women 

b. Unemployment 

(1) Elimination of cycles of industrial depression 

(2) Scientific management of industry to eliminate 
the excess “hiring and firing'’ 

(3) Dovetailing of industries that are seasonal occu¬ 
pations 

c. Social insurance against 

(1) Sickness 

(2) Old age 

(3) Accident 

(4) Death 

(5) Unemployment 

d. Minimizing of individual accidents and dangerous 
trades 


261 


e. Changes in social environment 

(1) Better housing and sanitation 

(2) Improved family life 

(3) Increased efficiency in our educational system— 
e. g., vocational training 

(4) Regulation of immigration 

2. Individual 

a. The almshouse—evils and remedies 

b. Outdoor relief—various private associations 

c. Charity organization societies 

d. Principle of scientific relief—Make the individual self 
supporting 

References for No. 33 

Addams, J .—“Twenty Years at Hull House” 

Chapin —“Standard of Living in New York City” 

Devine, E. T .—Misery and Its Causes 
” ” ” -—Principles of Relief 

” ” ” -—The Spirit of Social Work 

” ” —The Family and Social Work 
Dugdale, R. L .—“The Jukes” 

Ellwood, C. A .—Sociology and Modern Social Problems, Chap. XIII 

Henderson, C. R. —Dependents, Defectives and Delinquents 

Henderson, C. R. —Modern Methods of Charity 

Hunter, R. —Poverty 

Mangold, C. B .—Child Problems 

Nearing, S. -Social Adjustment 

Richmond, M. E .—Friendly Visiting 
Smith, S. C .—Social Pathology 
Streightoff —Standard of Living 
Warner, A. C. —American Charities 

Willits, F. H .—Report upon Unemployment in Philadelphia. 

NO. 34. THE FEEBLE-MINDED 

Definition. Children require the care and supervision of others. 
In this sense they are socially incompetent. Most children develop 
so that they become able to take their part in the world. Those 
whose mental ability remains like that of young children are called 
feeble-minded. These do not have the ability to become entirely 
socially competent, though many of them can lx* entirely self-support¬ 
ing, useful citizens under the directions of others. 

The Problem 

What are the causes of feeble mindedness? Can feeble minded¬ 
ness be prevented? 

How are the feeble-minded to be educated or trained? 


262 


Under what supervision? How can they be best employed and 
cared for after school age? 

What is the relation between feeblemindedness and poverty; 
crime; alcoholism; etc.? 

A. The Causes and Prevention of Feeble mindedness 

1. Causes: heredity; disease; injury 

2. Prevention 

B. Education and Employment of the Feeble-minded 

1. Trainability vs. educability 

2. Home care vs. institutional care 

3. Special classes vs. regular grades 

4. Parole vs. colony plan 

5. Early vs. late identification 

a. Public health work 

b. Mental clinics 

c. Medical and psychological examination of all school 
children 

C. Relation of Feeble mindedness to Poverty, Crime, etc. 

How does the social worker of a welfare organization come in con¬ 
tact with the problem of feeble mindedness? How about a probation 
officer in a Juvenile Court? 

Hollingworth, L. S .—The Psychology of Subnormal Children—Macmillan 
Oroszmann, M. P. E .—The Exceptional Child—Scribners 
Toicne, Ezra T. —Social Problems, Chapter X—Macmillan 
Burch & Patterson —American Social Problems, Chapter XX—Macmillan 
Anderson , V. V. —Education of Mental Defectives, Bulletin No. 104, 
National Committee for Mental Hygiene 


NO. 36. COMMUNITY PLANNING 
A. Sociological Relations 

1. Congestion of population (The housing problem) Robinson, 

“Modern Civic Art”, pp. 250-251; Terman, “Hygiene of the 
School Child”, page 7; Robinson, “Modern Civic Art”, pp. 
257-58-59 

2. Congestion of traffic 

3. Safety 

The daily papers 

4. Civic efficiency and beauty 
Huff—Building Great Cities 

5. Harbor development (Natural resources) 

Clapp—The Port of Boston, Chap. T 


2G3 


B. Economic Relations 

1. On the side of production 

a. Health (Making for more efficient producers) 

Robinson, Improvement of Towns and Cities, p. 75 
Pollock and Morgan, Modern Cities pp. 52, 53, 54, 55 

b. Lowering of death rate 

Pollock and Morgan, Modern Cities, Chap. VIII. 

Mayn, The Problem of National Health, Outlook, Dec. 7,1912 

c. Social Betterment 

Robinson, Modern Civic Art, pp. 28, 29, 30 

d. Municipal beauty ( Attractiveness to outsiders, prospect¬ 
ive dwellers) 

Robinson, Modern Civic Art, pp. 34, 35, 36 
Robinson, Improvement of Towns and Cities, pp 63-70 

e. Unity (Cooperation between citizens and municipali¬ 
ties) Howe, The Modern City and Its Problems, pp 17-21 
(Contrast between ancient and modern city.) 

f. Traveling facilities 
Robinson, Modern Civic Art, p. 248 

2. On the side of consumption 

a. Making utilities beautiful 

Robinson, Modern Civic Art, Land Approach, Chap. IV 
Water Approach Chap. Ill 
Car-tracks, pp 209-210 
Transportation, p. 14 

Robinson, Improvement of Towns and Cities 
Overhead Wires, pp 55-56 

b. Improvement of waste land 
Robinson, Modern Civic Art, pp. 328, 329. 

Civic Comment, Feb. 15, 1919, p. 14. 

c. Civic conscience (Individual and community effort) 
Robinson, Modern Civic Art, pp. 42, 211, 212, 230 

d. Demand for beauty (Civic pride) 

Pollock and Morgan, Modern Cities, p. 9 

Statues (same) p. 90 
Wires and poles, pp. 75, 76 
Advertising, pp. 77, 78, 79 

e. Education along aesthetic lines 

Robinson, The Improvement of Towns and Cities, Chap. 
XIV. 

f. Profitable use of leisure 
Robinson, Modern Civic Art. p. 265 


264 


O. Political Relations 

1. Local Planning Board; Town and City Reports 

2. Civic Federations of large cities; Town and City Reports 

3. American Civic Association 

Civic Comment; Educational lectures and slides 

4. Municipal Art Commission 

5. National Commission of Fine Arts 

6. National Highways Associations 

National Highways, Apr. 25, 1913, June 10, 1913. 

(Relation between roads and Transportation, Education, 
Cost of Living.) 

7. Legislation—local, state, national 
Amendments to Mass. Constitution, 1917-18 

a. Authorizing condemnation of land, including water and 
mineral rights for conservation and development of 
natural resources. 

b. Empowering General Court to establish building zones 
in cities 

References for No. 36 

Robinson—Improvement of Towns and Cities 

Study of Washington, Philadelphia, New York, Boston, or Chicago Plan. 
Chapter II 

Bridges—Chapter III, pp. 34-38 

Streets—'Chapter III, p. 30 to end 

Advertisement Problem—Chapter V 

Making utilities beautiful—Chapter VI 

Parks and drives—Chapter IX 

Importance of Trees—Chapter VII 

Squares and playgrounds—Chapter X 

Function and placing of sculpture—Chapter XIII 

Smoke nuisance pp.—57-61 

No. 37. THE LIQUOR TRAFFIC 
L Sociological Relations 

A. Social cost of the intemperate use of intoxicating liquors 

1. Family life 

2. Public health (Report of Com. of Fifty) 

3. Poverty and pauperism (B. & P. 296-311) 

4. Crime (Towne, 266-272) 

5. Insanity 

6. Influence on heredity 



265 


B. The race problem as it concerns 

1. The negro (B. T. Washington) 

2. The American Indian 

3. Immigrants from other lands (Steiner, From Alien to 
Citizen) 

C. The saloon as a social center 


II. Economic Relations 

A. On the side of production (Towne, 246, 266) 

1. Capital invested in the liquor industry 

2. Labor engaged 

3. Unproductive labor 

4. Revenue for the government 

5. Question of adjustment if the industry is forbidden by 
law (Manufacturer’s census; U. S. Census, 1910; Car¬ 
ver) 

B. On the side of consumption 

1. Harmful consumption of 

a. Grains and fruits 

b. Labor 

c. Transportation facilities 

d. Capital 

2. Impaired industrial efficiency 

C. On the side of distribution 

1. Industrial inefficiency (Thompson, 102-103) 

2. Low bargaining power (B. & P. 295-296) 

3. Safety first movements 

4. Railroads make total abstinence a condition of employ 
ment 

III. Historical Relations 

A. Knowledge and use of fermented liquors common to all 
races and all ages 

B. Use of alcholic liquors in American Colonies almost uni¬ 
versal but in smaller quantities and not as a regular and. 
svstematic habit 


266 


C. Movements against intemperance in America 

Bliss: Encyclopedia of Social Reform; Towne, 275 276 

1. First Temperance Society, 1808 

2. Prohibition Law passed in Maine, 1851 

3. Organizations working for total abstinence 

a. Order of Good Templars, 1851 

b. Prohibition Party, 1869 

c. W. C. T. XL, 1874 

d. Catholic Total Abstinence Association, 1874 

e. Congregational Total Abstinence Society, 1874 

f. Anti-Saloon League, 1893 

IV. Political Relations 

A. Regulation of the liquor traffic by the States. American 
Year Book 1918 

1. Prohibition of the manufacture and sale of intoxicating 
liquor within a given state. By this method, practic¬ 
ally three-fourths of the territory of the United States, 

*/ 4 / 

especially in the South and West, became “dry” 

2. Local option. This is an attempt to give each com¬ 
munity within a state the right to pass upon the liquor 
question. 

3. High license system. By making the sum required to 
secure a license very great, it is hoped to reduce the 
number of liquor license holders. 

I 

B. Regulation of the liquor traffic by the Federal Government 

1. Relation of Federal to State Governments 

2. Extraordinary powers exercised by Federal Govern¬ 
ment during war. The war time Prohibition T^aw. 

3. Relation of Judicial Department to the Legislative as 
shown in action of Supreme Court in upholding legal 
ity of shipping liquor into dry states. 

4. Congress by Interstate Commerce power passing Webb- 
Kenyon law to assist states in upholding prohibition 
by forbidding such shipments. World Almanac, 1919. 

5. Passage of the 18th Amendment (Outlook, Jan. 29, ’19) 

a. Text of Amendment (Outlook. Apr. 16, ’19) 

b. Ratification by States—question of enforcement 

6. Method of amending the Federal Constitution. Ts that 
truly democratic? 

4 / 

7. The Volstead Act 

8. Difficulty of social reform by restrictive legislation 


NOTE: It might be well to follow up this study with some such questions as:— 
\\ hy do some American citizens who are themselves abstainers oppose the Pro¬ 
hibition Amendment? Why do many inebriates favor it? (Ind. Jan. 4, 1919. New 
Republic, Jan. 25, 1919.) 

References, for No. 37: 

Burcli and Patterson —American Social Problems 

Towne —Social Problems 

Thompson —Elementary Economics 

Carver —Principles of Political Economy 

Warner —American Charities 

Bliss —Encyclopedia of Social Reform 

American Year Book, 1918; World Almanac and Encyclopedia 1919 
Wright —Outlines of Sociology 
Steiner —From Alien to Citizen 
Washington —Up from Slavery 
Outlook; Jan. 29, 1919 —Eighteenth Amendment 
Outlook; April 16, 1919 —Prohibition the Next Step 
Independent, Jan. J/, 1919 —Can Prohibition drive out Drink? 

New Republic, Jan. 25, 1919 —Demos, the Despot 

-—Discussion of the Volstead Law and its enforcement. 

No. 39. THE SCHOOL AND ECONOMIC EFFICIENCY 

Approach: Individual ambitions, and the need of education in pro¬ 
curing any well paid and otherwise desirable position. 

I. The need for Education for Economic Efficiency 

A. Individual differences 

B. The changing industrial world 

C. The changing educational opportunities 

References : 

Lewis, 21-27, 29-47, 70-75 
Magruder, 404-405 
Smith, 1-139, 176-185, 287-293 
Snedden, 8-18 
Taylor, 8-12, 164-169 
Taylor, 8-12, 164-169 


II. Methods of Obtaining Such Education 

A. Vocational courses in schools and colleges 

B. Continuation schools 

C. Evening schools 

I). Corporation schools 

E. Correspondence schools 

F. Trade schools 

G. Practical arts schools 

H. Business colleges and commercial schools 
T. Agriculture schools 

J. Vocational schools 

K. Trade unions 


268 


References: 

Burch & Patterson, 342-246 
Donald, Johnson, et ah, 11-47 
Magruder, 405-409 
Snedden, 22-26, 47-50, 77-81 
Taylor, 56-96, 120-132 


III. The Connection between General and Vocational Education 

A. The value of compulsory education 

B. The value of general education 

C. Connection between general and vocational education 
References: 

Donald, Johnson, et al., 168-169 

Dunn, 139-142 

Magruder, 395 

Snedden, 4-8, 71-77 

Towne, 67 


IV. Suggestive Questions for Discussion 

A. Show the relationship of profitable and congenial work to 

good citizenship. 

B. Should vocational education be a part of the elementary 
school or should it be supplementary to the elementary 
school ? 

C. It has been pointed out that Latin, when it was first in¬ 
troduced into the modern curriculum, was a vocational 
study. Explain. Has Latin vocational value now? Discuss. 
Independent, Oct. 4, 1010, ‘‘Here is a Real American Girl.” 

D. For what callings is vocational education under school 
conditions possible? 

E. How far, in the successive stages of day vocational education 
in schools, shall emphasis be laid on productive work (with 
shop hours, shop clothing, and a marketable product), and 
how far on studies and practices (theoretical work)? 

F. How far can the economy and effectiveness of vocational 
education be increased by cooperative arrangements be¬ 
tween industries and the school system? 

G. Does opportunity make the man, or man the opportunity? 
(Many of the above topics were taken from Taylor’s “Hand 
book of Vocational Education”.) 


2t>9 


References for No. 39: 

Burch and Patterson —American Social Problems 

Donald —Johnson et ah, Education in Relation to Industry 

Dunn —The Community and the Citizen 

Lewis —Democracy’s High School 

Magruder —American Government 

Smith —All the Children of all the People 

Snedden —Problem of Vocational Education 

Taylor —Handbook of Vocational Education 

Toicne —Social Problems 


No. 42. THE SCHOOL AND HEALTH HABITS 

A. Approach: What sound health should mean. 

1. Happiness 

2. Efficiency 

3. Usefulness 

B Cultivation of Health Habits in School 

1. Cleanliness of the person 

a. Skin, hair, and nails 

How the School helps: Shower baths, swimming pools, etc. 

b. Teeth 

How the School helps: School nurse, school physician, 
school denist, dental clinics e 

c. Nose and mouth 

How the school helps: Course in Hygiene 

2. Food 

How the School helps: Domestic Science, nutrition courses, 
school lunches 

3. Elimination of wastes 

How the School helps: Physical education, playgrounds, 
school nurse 

4. Sleep 

How the School helps: Course in Hygiene 

5. Posture 

How the School helps: Phyhical education, nurse, doctor, 
playgrounds 

0. Speech 

How the School helps: Vision tests, lighting, school lunches, 
instruction 


7 . 


Exercise 

How the School helps: Physical education, athletics, play¬ 
grounds, swimming, etc. 

8. Fresh air and Sunshine 

How the School helps: Heating and ventilating, open 
window and open air schools. Playgrounds 

9. Control of Disease 

How the School helps: School physician, school nurse, 
nurses’ room, school infirmary, exclusion from school 
for communicable diseases, sanitation, etc. 

10. Safety First 

V 

How the School helps: Construction—fireproof, exits, fire 
drills, broad, easy stairs. Playgrounds. First Aid 
courses. Safety patrols of pupils. 

Reference for No. 42: 

Surgeon General — Keep Well Series —U. S. Public Health Service. Wash¬ 
ington, D. C. 

—No. 1 The Road to Health 
—No. 3 How to Avoid Tuberculosis 
—No. 11 Malnutrition 
Supplements 

—No. 24 Exercise and Health 
Public Health Bulletins 

—No. 36 Nature and Prevention of Tuberculosis 
Public Health Reprints 
—No. 518 Mental Hygiene for Teachers 

Chief, U. S. Children's Bureau—Dodgers —Department of Labor Washing¬ 
ton, D. C. 

—No. 1 Good Books and Pamphlets on Child Care 
Bureau Publications 
—No. 59 What is Malnutrition 
—No. G4 Every Child in School 

Chief of Publications — Farmers' Bulletins —U. S. Dept, of Agriculture, 
Washington, D. C. 

—No. 375 Care of Food in the Home 
—No. 602 Production of Clean Milk 
—No. 351 The House Fly 

Supt. of Documents — Health Education Series —Supt. of Documents, Wash¬ 
ington, D. C. 

—No. 1 Wanted, Teachers to Enlist for Child Health Service. 

—No. 2 Diet for the School Child 
—No. 6 Further Steps in Teaching Health 

Sleeping and Sitting in the Open Air—Natl. Tuberculosis Assn., 
381 Fourth Ave., New York City 

—What you should Know about Tuberculosis. 

—To the Children of America 


271 


American School Hygiene Association —The School Child's Health—What 
Mothers should and can do about it—Red Cross 

—Abridged Text-book on First Aid (General Edition)—American 
Red Cross 

Sewage Disposal for Country Homes (Sanitation Series No. 

4)—N. Y. State College of Agriculture, Cornell University, Ithaca, N. Y. 

C. Wj Stiles —Country Schools and Rural Sanitation (Reprint No. 116, 

1913)—U. S. Public Health Service, Washington, D. C. 

G. C. Whipple —Pure Water (Publication 128, 1914)—State Board of 
Health, Jacksonville, Fla. 

C. L. Hunt and M. Ward —School Lunches (Bulletin No. 712)—U. S. Dept, 
of Agriculture, Washington, D. C. 

Franz , Schneider, Jr. —A Survey of the Activities, Municipal Health Depart¬ 
ments in the United States. Vol. VI (1916)—American Journal of Pub¬ 
lic Health. 

Publications on health, clean up, fly campaigns, water supply, sewage disposal, 
etc.—Pennsylvania Department of Health 

—United States Public Health Service 
—Child Welfare Bureau of U. S. Dept, of Labor 
—Bureau of Education U. S. Dept, of Interior 
Bancroft —Posture of School Children—Macmillan 
Pyles —Personal Hygiene—W. B. Saunders, Phila. 

Terman —The Hygiene of the School Child—Houghton Mifflin 

—Health Essentials for Rural School Children—American Medical 

Assn. 

Brewer -—Rural Hygiene—Lippincott 
Iiapeer —Educational Hygiene—Scribner 
Walton —Why Worry ?—Lippincott 
Allen —Civics and Health 

Hutchinson, Woods —Community Hygiene—Houghton Mifflin 

Gubberley —School Health Administration—World Book 

Shaw —School Hygiene—Macmillan 

Ayres —Open Air Schools—Doubleday Page 

Struthers —The School Nurse—Putnam 

Gerhard —Sanitation of Public Buildings—Wiley and Sons 

SELECTING OUE PRESIDENT 

(Adapted from Hill’s “Political Parties and the Presidential Cam¬ 
paign”—Historical Outlook, October, 1920) 

I. National Convention of 1920 

1. Preliminaries 

2. Conventions 

Abbott , W. J. —Impressions of a Newspaper Correspondent, Outlook, July 
28, 1920, CXXV, 564-567 

Cotillo, S. A. —The Democratic Convention at San Francisco, Outlook, 
June 28, 1920, CXXV, 563-564 

Davenport, F. M .—Conservative America in Convention Assembled, Out¬ 
look, June 23, 1920, CXXV, 375-387 
Democratic Convention, New York Current History, August 1920, XII, 
823-829 




272 


Haskell, H. K .—Politics as a Going Concern, Outlook, August 4, 1920, 
CXXV, 605-610 

High Cost of Nominating a President, Current Opinion, July 1920, 
LXIX, 11-17 

Hill, II. C .—Organization and Methods of Politicial Parties, Bay View 
Magazine, October 1920, XXVI, No. 1 

Low, A. M .—The Women at San Francisco, American Review of Reviews, 
August 1920, LXII, 176-178 

Nomination of Harding and Coolidge, Current Opinion, July 1920, LXIX, 
1-9 

Progress of the World, American Review of Reviews, Aug. 1920, LXII, 
115-123; 129-130; July 1920 LXII, 6-20 loc. Cit. 

Republican Convention at Chicago, Pan-American Magazine, June 1920, 
XXXI, 45-54 

Republican Convention, Its Candidates and Platform, Outlook, June 23, 
1920, CXXV, 370-378 

Republican Convention, New York Times Current History, July 1920, 
XII, 551-554. 

II. Beginnings of American Political Parties 

1. Whigs vs. Tories 

2. Federalists vs. Anti-Federalists 

Beard, C. A. American Government and Politics, 99-107 

Hart, A. B. American History Told by Contemporaries, HI, 282-283 

Woodburn, J. A. Political Parties and Party Problems, 3-14 


111. Significant Presidential Elections 

1. Decline of Federalists 

2. Period of Personal Politics 

3. Whig vs. Democrat 

4. Rise of the Republican Party 

5. Reconstruction Epoch 

6. Recent Political Issues 

7. Third Parties 

Beard, C. A. American Government and Politics, 107-125 

Beard, C. A. Readings in American Government and Politics, 92-107 

Bryce, J. American Commonwealth, II, 6-47 

Davenport, F. M. The Two-Party Blanket, Outlook, Aug. 25, 1920, 
CXXV, 704-705 

Elson, H. W. Side Lights on American History, 341-361 
Fess, S. D. Political Theory and Party Organization in the United States, 
241-268; 298-313, 405-420, 428-434, 436-440 
Gordy, J. P. Political History in the United States, I, 92-102, 366-382; 
II. 511-535, 561-581 

Halsey, F. W. Great Epochs in American History, IV, 125-131, VI. 3-11, 
VIII, 3-8, IX, 200-208; X, 108-124. 

Hart, A. B. American History Told by Contemporaries, IV, 100-104, 
151-159, 504-507 

Haworth, P. L. United States in our Own Times, 81-99, 141-145, 168, 
222-231, 365-379 


273 


McLaughlin, A. C. Readings in American History, 122-127, 254-262 
283-291, 408-413. 

McKinley, A. E. Illustrated Topics in American History, U17-U18, U21, 
U25, U30, U35, U37, U38, U39, S40, S41. 

McMaster, J. B. History of the People of the United States, II, 48-53, 
204-210; V. 55-81; VI. 236-270; VIII. 442-461, 473-477 
Ogg, F. A. National Progress, 167-208 

Stanwood, E. History of the Presidency, 258-278, 356-393, 519-566 
West, W. M. American History and Government, 351-353, 356-358, 371- 
373, 463-465, 572-575, 630-634, 636-639, 671-687, 693-695, 719-731. 
Woodburn, J. A. Political Parties and Party Problems, 14-19, 82-148 
Woodburn, J. A. Political Parties and Party Leaders, History Teacher’s 
Magazine, December 1915, VI. 312-315 

IV. Political Machinery and Methods 

1. Electoral college 

2. Congressional caucus 

3. Nominating convention 

4. Party platform 

5. National committee 

6. Present-day organization and methods 

Beard, C. A. American Government and Politics, 126-144, 172-173, 656- 
667 

Beard, C. A. Readings in American Government and Politics, 112-125 
Bryce, J. American Commonwealth, II, 76-153 Candidate’s Part in the 
Campaign, Literary Digest, June 26, 1920, LXV., 45ff 
Elson, H. W. Side Lights on American History, 225-237 
Fess, S. D. Political Theory and Party Organization in the United 
States, 11-14, 33-35, 120-153, 200-202, 422-428. 

Halsey, F. W. Great Epochs in American History, VI, 199-207, VIII., 
9-13; X., 36-49 

Keet, A. E. How Presidents are Made, Forum, April 1920. LXIIL, 
418-427 

Machinery of a Presidential Campaign, Literary Digest, June 12, 1920, 
LXV., 19ff 

McMaster, J. B. People of the United States, VI., 126-131, 144-148, 562- 
567; VIII., 459-467 

Rhodes, J. F. History of the United States, II., 477-502; VIII., 207-232 
Schouler, J. History of the United States, IV., 335-341; V. 462-469 
Stanwood, E. History of the Presidency, 2-14, 54-73, 155-177, 190-205, 
279-296, 419-449 

Tarbell, I. Life of Abraham Lincoln, I., 359-386 

West, W. M. American History and Government, 318, 333-335, 353-358, 
375-736, 512-514, 523-529 

Woodburn, J. A. Political Parties and Party Problems, 165-174 

V. Campaign Issues and Candidates 

1. Platforms 

2. Candidates 

3. Public Opinion 

18 —S 



274 


Beard, C. A. American Government and Politics, 187-220 
Bryce, J. American Commonwealth, I., 38-85, 208-214; II, 213-227 
Democratic Convention: Its Candidate and Platform, Outlook July 14, 
1920, CXXV., 486-494 

Egbert, H. Cox, Democratic Candidate, American Review of Reviews, 
August 1920, LXII., 149-158 

Fess, S. D. The Republican Candidate, American Review of Reviews, 
July 1920, LXII, 35-41 

Governor Cox and the Oliio Budget, American Rev'ew of Reviews, July 
1920, LXII., 46-48; see also Governor Cox of Ohio, ibid., 83 
Hill, H. C. Significant x\spects of the Presidency, Bay View Magazine, 
Nov. 1920, XXVI., No. 2 

Hill, D. J. The Issue at Stake, North American Review, August 1920, 
CCXII, 145-155 

New Democracy and its Banner-Bearers; The League of Nations as the 
Dominant Issue, Current Opinion, August 1920, LXIX, 139-154 
Progress of the World, American Review of Reviews, August 1920 LXII, 
123-128 

Republican Convention: Its Candidates and Platform, Outlook, June 
23, 1920, CXXV, 370-375 

Text of the Republican Platform, New York Times. Current History 
August 1920, XII.. 829-837 

Text of the Republican Platform, New York Times Current History 
July 1920, XII, 555-562 

Third Party Convention, New York Times, Current History, August 1920, 
XII, 764-765 

South, Mrs. J. G. When 20,000,000 Women go to Vote, Forum. April 
1920, LXIII., 409-417 

Young, Rose. Congress and the President, Ladies’ Home Journal, Aug¬ 
ust 1920, XXXVII, 94-97 

VI. Conduct of Campaign 

1. Committees 

2. Candidates 

3. Publicity Methods 

Beard, C. A. American Government and Politics. 174-179, 667-672 
Beard, C. A. Readings in American Government and Politics, 169-175 
Boeckel, R. Man with the Best Story Wins, Independent, May 22, 1920, 
CII. 244-245 

Bryce, J. American Commonwealth, II, 203-212 

Governor Coolidge's Speech, Outlook, August 11, 1920, CXXV., 628-629, 
639 

Mr. Cox’s Policies; The Forty-eight and Some Others; The two Plat¬ 
forms; Comparing the Democratic and Republican Candidates, Out¬ 
look, July 21, 1920, CXXV., 519-520, 526-527, 528-529 
Mr. Cox’s Speech of Acceptance; Mr. Franklin Roosevelt’s Acceptance 
Speech, Outlook, August 18, 1920, CXXV., 659-660 
McLaughlin, A. C. Readings in American History 393-400 
Republican Notification Meeting, The Democratic Campaign Manager, 
Mr. Harding as a Leader, Outlook, August 4, 1920, CXXV., 593-594, 
599-600 

Woodburn, J. A. Political Parties and Party Problems, 197-214 


275 


VII. Parties and Party Methods in Other Countries 

1. England 

2. France 

3. Canada 

4. Russia 

Carlton, F. T. The Theory of Bolshevism, Bay View Magazine, March 
1920, XXV., 332-342 

Carlton, F. T. The Practice of Bolshevism in Russia, Bay View Magazine, 
April 1920, XXV., 397-408 

Hays, C. J. II. Political and Social History of Modern Europe, II. 297- 
307, 361-367 

Lowell, A. L. Government and Parties in Continental Europe, I., Chap¬ 
ters 1 and 2. 

Ogg, F. A. The Governments of Europe, 143-166, 329-334 
Schapiro, J. S. Modern and Contemporary European History, 233-239, 
324-328, 591-594. 750-751 

Shotwell, J. T. The Political Capacity of the French, Political Science 
Quarterly, March 1909, XXIV 

Sliozberg, H. B. The Human Obstacle to Bolshevism, The Living Age, 
August 21, 1920, CCCVI., 456-459 

Webster, H. Modern European History, 289-295, 318-321, 606-609, 633-638 

VIII. Election 

1. Registration 

2. Polling place 

3. Officials 

4. Ballot 

5. Tabulation of results 

6. Presidential electors 

7. Counting of electoral vote in Washington 

Beard, C. A. American Government and Politics, 179-184, 672-685 
Beard, C. A. Readings in American Government and Politics, 154-160 
McMaster, J. B. History of the People of the United States, III, 146-148 
(limitations on suffrage at the beginning of the nineteenth century.) 
Reed, T. H. Form and Functions of American Government, 81-88, 233-236 
West. W. M. American History and Government, 731-735, 746-747 

IX. Inauguration 

1. Of Washington 

2. Of Jefferson 

3. Of Jackson 

4. Of Lincoln 

5. Of Wilson 

6. Of Harding 

7. When Vice President succeeds President 


Beard, C. A. American Government and Politics, 185-186 
Elson, H. W. Side Lights on American History, 54-64 


276 


• •— 

Halsey, F. W. Great Epochs in American History, IV., 51-64 

James, J. A. Readings in American History, 268-271, 478-480 

McMaster, J. B. People of the United States, II.. 533-537, VI., 602, 
VIII., 518-521 

Rhodes, J. F. History of the United States, III., 316-319; IV., 150-151 

Schouler, J. History of the United States, IV., 364-369, V., 497-499; 
VI.. 615-616 

Tarbell, I. Life of Abraham Lincoln, I., 403-426; II., 1-14 

Suggestions for Teaching 

V Questions and problems: In connection with this topic, such 

questions and problems as the following might be used for class 

discussion; 

1. Why did the framers of the Constitution not provide for 
the election of the President by direct vote of the people? 

2. What Presidents have been elected by a minority of the 
popular vote? 

3. Are there any objections today to a Constitutional amend¬ 
ment providing for direct popular election? 

4. What is a caucus? Why was the Congressional Caucus 
disliked? Are caucuses held nowadays? 

5. Why did the Whigs have three candidates run for Pres¬ 
idency in 1836? 

6. Does a person who supports the candidates of a “third” 
party throw his vote away? 

7. What is meant by a “dark horse”? A “favorite son”? Who 
was the first “dark horse” or “favorite son" in the nation¬ 
al convention of 1920? 

8. Could a disputed election such as that of 1876 occur now? 
Why ? 

9. Why lias the South gone Democratic in every national elec¬ 

tion in the last forty years? 

10. Why are there fewer delegates from the Southern States in 
the Republican convention than in the Democratic conven¬ 
tion? Are there more delegates from the North in the 
Republican convention than in the Democratic convention? 

11. What is the “unit rule”? Was it observed in the national 
convention of 1920? 

12. What is “machine politics”? Why objectionable? 

13. Give arguments for and against belonging to a political 
party. 

14. What is meant by the “short ballot”? How does the pre¬ 

sent ballot prevent rule by the people? What offices should 
be appointive rather than elective? W T hat steps must be 
taken in order to secure a short ballot? (See Kales, Un¬ 
popular Government in the U. S. 26-87) 


277 


B. Illustrative material to use 

1. Pictures: conventions; candidates ; convention halls; pol¬ 
itical leaders; campaign scenes; White House and Capitol 
Building; inaugural ceremonies. (If the suggestion is 
made, pupils will bring all the pictures the class can use. 
Good stereopticon views can be obtained from the Keystone 
View Company, Meadville, Pa., or from Underwood and 
Underwood, New York City.) 

2. Campaign literature: official platforms; “keynote” speech¬ 
es ; acceptance addresses of candidates • campaign text¬ 
books. (This material can be obtained upon request from 
the National Committees of the various parties; here, too, 
pupils are of great assistance in furnishing an abundance 
of valuable material by way of magazine articles, pamph¬ 
lets, and books.) 

3. Miscellaneous: sample ballots; phonograph records of 
candidates (if a phonograph is available); cartoons—see 
American Review of Reviews, June, 1920, LXI., 590-596; 
July, 1920, LXTL, 29-34; August 1920, LXII., 141-145. 

C. Things for the pupils to do 

1. Tabulation (to be made in connection with the study of the 
fifth topic). 

a. In parallel columns show (a) issues in the campaign; 
(b) attitude of each party as shown, first, in the party 
platform and, second, in the acceptance speeches of the 
candidate. 

b. In parallel columns show (a) education of candidates; 

(b) occupational experience; (c) legislative and ad¬ 
ministrative training. Other columns might be added 
to show similar facts about Jefferson, John Quincy 
Adams, Jackson, Lincoln, Roosevelt, and Wilson, be¬ 
fore they entered the presidency. 

c. In parallel columns—one to each person—show the 
qualities displayed during their administrations by our 
six greatest Presidents (to be determined by the ballots 
of the class after several days’ study). After a prelimin¬ 
ary survey of the duties and powers of the President 
(Taft’s Our Chief Magistrate and His Powers is an 
especially valuable discussion of the subject), a state¬ 
ment of the qualities needed in the Chief Executive 
might be formulated. 


27S 


2. Diagrams and drawings 

a. Political affiliation of the various Presidents (in colors, 
one color to a party, arranged in chronological order). 

b. Period during which various parties were in control 
of the government, indicating the passage of the years 
by accurate scale. (Show in colors, a different color 
for each party). 

e. Graphs showing the increase or decline in vote of vari¬ 
ous parties (use different colored lines to designate the 
different parties). 

3. Map Making (work to be distributed among different pupils 

or groups of pupils). 

a. Maps of the elections of 1800, 1828, 1860, 1876, 1896. 
Interpret the vote of the South, the West, and the 
East in each of these elections. 

b. Maps of the elections of 1904, 1912, 1916, 1920. Note 
the States that have been carried by the same political 

i 

party during each of these campaigns. 

On tlie basis of previous results and available straw- 
ballot returns, as reported in newspapers and maga¬ 
zines, prophesy 1 lie outcome in the next presidential 
election. (Get the statistics for these exercises from 
such publications as the New York World Almanac, 
Chicago Daily News Almanac, and the Literary Digest.) 

c. Maps of recent elections in state and city; use them for 
similar prognostications. 

d. After the election a comparison of the results, as re¬ 
ported in the press, with the prophecies of the class, 
will prove interesting and, if the returns can be ade¬ 
quately interpreted, will be very instructive. 

4. Mock conventions to illustrate convention procedure 

5. On election day, or the Monday preceding, have an election 
in which the whole school joins. Such an election can be 
held with preliminary registration requirements, election 
judges, printed ballots, booths, and ballot boxes; the polls 
should be opened a certain time before school is in session, 
during the noon period, and for a short time after dismiss¬ 
al. If this involves too much time and effort, blanks can 
be distributed at the school doors in the morning; on these 
each pupil can write the name of the candidate he prefers, 
and sign his own name (to avoid duplication of ballots by 
pupils), and drop his vote in a ballot box located in a con¬ 
venient place in the corridor. The result will be awaited 
with an interest second only to that of the real election. 


279 


NO. 48. EFFICIENT GOVERNMENT FOR CITIES 

A. Results of Municipal Inefficiency 

1. On prevalence of disease 

a. Inadequate food inspection 

b. Inadequate housing regulation 

c. Faulty street cleaning 

2. On prevalence of crime 

a. Inadequate police protection 

b. Graft in police administration 

c. Lack of provision for wholesome recreation 

3. On the city tax rate 

a. Lack of a sound financial policy and a good budget 
system 

b. Awarding of contracts for public work to political 
favorites 

c. Waste in expenditures 

d. Failure to tax the unearned increment 

B. Causes of Municipal Inefficiency 

1. Favorites in political appointments 

2. Cumbersome political machinery; checks and balances 

3. Long ballot; its disadvantages 

4. Alliance between government and business 

Public service corporations 

C. Methods of Securing Greater Efficiency 

1. Short ballot: Work of the National Short Ballot Organiza¬ 
tion. How would the Short Ballot make for more democ¬ 
racy and greater efficiency? 

2. Civil Service 

a. Meaning of civil service 

b. Civil Service vs. Spoils System 

c. Weaknesses of the various systems in use—suggestions 
for improvement 

d. Work of the National Civil Service Reform Association 

3. Commission government—City-manager form 

a. Its advantages in concentrating power and responsibil- 
itv 

t 

b. Its efficiency 

4. Initiative, referendum, and recall 

5. Scientific business management—Bureau of Municipal Re¬ 
search 

6. Municipal ownership of public utilities 


280 


References: 

C. A. Beard —American City Government 
Charles Zuehlin —American Municipal Progress 
Rowe —Problems of City Government 
Muzzey —Civil Service vs. SpoGs System 
Willard —City Government 

Guitteau —Government and Politics in the United States 
Gulick —Town and City 

NO. 50. CIVIL SERVICE 

At this point the teacher should recall to the students that the main function of 
government is to look after the common interests of the members of the community. 
To accomplish this purpose officials are chosen by the people from among the people. 

What are the different methods by which these officials are chosen to do the 
work of the community? How and why has civil service reform come into our poli¬ 
tical life? What is its status today, in nation, state, and city? 

A. Election 

1. Kinds of officials that should be elected by the people—i. e. 
those that have the power to determine policies 

2. The advantage of the short ballot 

B. Appointment 

1. Kinds of officials that should be appointed—i. e. those that 
must carry out the policies determined upon by the elected 
officials 

2. The spoils system 

a. Its meaning 

b. When introduced 

c. Its results 

C. Development of Civil Service Reform 

1. National Civil Service Commission Act of 1883 

2. Changes made under Presidents Cleveland, Roosevelt, and 
Taft 

D. Civil Service at present 

1. The three groups in our national Civil Service 

2. Civil Service Reform in states and cities 

References: 

Beard —American City Government—Chapter IV 

Guitteau —Government and Politics in the United States—pp. 524-527, 

Iloive —The City, the Hope of Democracy 
Munro —City Government in the United States 
Muzzey— Civil Service vs. The Spoils System, pp. 524-527 


281 

I 

Willard —City Government—pp. 108-119 
It’s Your Business: Well?—Collier’s, July 31, 1920 
Dry Rot in the Civil Service—New Republic, March 16, 1921 
Protecticn needed to give motive in Civil Service—Annals American Aca¬ 
demy of Political and Social Science, July, 1920 
Retirement Pensions and Morale in Public Service—Annals American 

f v . 

Academy, July, 1920 

Old Age Pensions for Federal Employes—Survey, May 22, 1920 
Application of Industrial Council Plan to British Civil Service—Monthly 
'Labor Review, January 1920 

Whitley System in the British Civil Service—Monthly Labor Review, 

June 5, 1920 

Pennsylvania Civil Service Reform Association—Statement prepared for 
Pennsylvania State Federation of Women’s Clubs, Civil Service Ex¬ 
pert Service 

NO. 53. PROPORTIONAL REPRESENTATION 

A Reasons why some change in the method of election of repres¬ 
entatives might be advisable 

1. Corruption in politics 

2. Political apathy of voters 

3. Machine and minority rule 

4. Lack of minority representation 

Proportional Representation Review : Fundamental Issue 22-25 
American Proportional Representation League Pamphlet: Hare System 
of Proportional Representation 

B Characteristics of Proportional Representation 

1. Types: Hare plan; Gove plan; List plan 

Commons : 104-105 ; 123-131 

Curtis : 12-13 

Knobe : 15-18 

American Proportional Representation League Pamphlet: Hare System 
of Proportional Representation 

Proportional Representation Review: Hare System of Proportional 
Representation 

Proportional Representation Review: Fundamental Issue 27, 30-36 

2. History (See Commons, 230-270 Curtis, 2-8) 

C. Effect of Proportional Representation on 

1 Graft and bribery 

2 Spoils system 

3 Machine government 

4 Splitting the party 

5 Bosses and rings 

6 Lobbying 





282 


7 Pork barrel 

8 Gerrymandering 

9 Party responsibility 

10 Minority rule 

11 Minority representation 

12 Direct primary 

13 Preferential voting 

14 Short ballot 

15 Initiative and referendum 

16 Political apathy 

17 Geographical representation 

18 Continuity in administration 

19 Social reform 

Commons: 32-33; 35; 37; 41-42; 45-59; 137-139; 141-192; 223-235 
Proportional Representation Review: Fundamental Issue 41 
American Proportional Representation League: Representation Council 
Plan 2-10 

American Proportional Representation League: Hare System of Pro¬ 
portional Representation 
B card: 163-166 

Ashley —New Civics: 98-101; 107-108; 110-112 

A shley —American Government: 19-21 : 27-30 ; 33-35 : 36; 80-81 

Hughes: 138-140; 149-150; 155; 202 

Magruder: 59-60; 98-99; 181 ; 253; 259; 368-370: 374-381 

Ashtabula Plan of Municipal Government 


D. A class or other election may be held using some plan of pro¬ 
portional representation 

References for No. 53: , 

Bibliographies 

Library of Congress: L’st of books relating to 
proportional representation 

Curtis, Roy E: (Wisconsin Library Commission) 

Proportional Representation 3-4 

Books 

Ashley —American Government 
Ashley —New Civics 
Beard —American Citizenship 
Commons —Proportional Representation 
Hughes —Community Civics 
Magruder —American Government 

Pamphlets 

American Proportional Representation League (Franklin Bank 
Building, Philadelphia) 

No. 2, Representative Plan of City Government 
No. 6, Hare System of Proportional Representation 
Ashtabula (Ohio) : Plan of Municipal Government (Chamber 
of Commerce publication) 


283 


Knobe, Alfred: Proportional Representation (published by Mr. 

Knobe at 420 Montgomery Street, San Francisco, Cal.) 

Proportional Representation League (1417 Locust Street, Phila¬ 
delphia) ) 

3rd Series, No. 50, Supplement: Hare System of Proportional 
Representation (Apr. 1919) 

3rd Series No. 45: Fundamental Issue (Jan. 1918) 

Curtis, Proportional Representation,—Wisconsin Library Com¬ 
mission 

No. 54. LIBERTY UNDER THE LAW 

Approach: The subject may be approached by provoking dis¬ 
cussion of a question of timely interest in the community. At pre¬ 
sent it might be one of the following: 

Is the XVIII amendment to the U. S. Constitution an interfer¬ 
ence with personal liberty? 

Would a law requiring the suspension of all business and re¬ 
creation on Sunday be an infringement on religious liberty? 

Is the prohibition of polygamy an interference with the religious 
freedom of the Mormons? 

“Liberty” is a vague term. It generally means freedom from inter¬ 
ference by the government. “Rights” is a more definite term. 
Rights of citizens are defined in law, usually in constitutional law. 
Constitutional law is fundamental law. It says what the govern¬ 
ment can do and it protects the citizens from arbitrary interference 
by the government, with certain defined rights of citizenship. Rights 
always imply certain privileges that carry with them certain duties 
or obligations. 

Read the first ten amendments to the U. S. Constitution and ex¬ 
plain why they were put there, and read the bill of rights at the 
beginning of the constitution of Pennsylvania and explain why it is 
necessary to repeat some of the rights mentioned in the Constitution 
of the United S’tates. 

Make it clear that rights of citizens exist because they are defined 
in law, mainly in constitutional law. 

Who has the power to change these rights so as to give the citizens 
more or less rights? 

T. Rights (Privileges) of citizens 

A. Personal rights 

1. Right of free speech, of free press, of assembly, of re¬ 
ligious freedom, of petition 


284 


2. Equality under the law—“No State to deny to any 
person the equal protection of the laws” (Amendment 
XIV) 

3. Rights of persons under arrest—warrant, bail, no exces¬ 
sive lines, habeas corpus, no cruel and unusual punish¬ 
ment, etc. 

B. Property rights 

1. Ownership of private property, protection against de¬ 
struction, seizure, or confiscation 

2. The meaning of “due process of law” 

C. Political rights 

1. The extension of the right to vote to other groups from 
time to time, making our government more democratic 

2. Jury service and office holding 

# 

II. Duties (Obligations) of citizens 

A. Obedience to the law—Illustrate by prohibition laws, anti¬ 
trust laws, pure food laws, or factory laws 

B. Active support of those whose duty it is to enforce the law. 
Show how private citizens must rally to the support of 
public officials, against those who would try to prevent uni¬ 
form enforcement of law 

C. Payment of taxes 

D. Service in Army and Navy 

E. Service on juries and in public olfice 
References for No. 54: 

Beard —American Citizenship—IV, V, VI; bibliography at end of each 
chapter 

Magruder —American Government—Chapter XV 

Woodburn and Moran —The Citizen and the Republic—Chapters I and XX 
Asliley —The American Federal State—Chapter XXIV 
Beard —American Government and Politics 

Young —The New American Government—Chapters XXIII, XXIV 
Willoughby —The Constitutional Law of the United States—Student’s 

Edition 



285 


NO. 57. THE MONROE DOCTRINE 

I. Origin 

American History Leaflet No. 4 
Hill —pp. 321-339 

Cyclopedia of American Government, Vol. 2, pp. 465-4G7 
Fish —pp. 203-218 
Hart —pp. 1-99 
Coolidge —pp. 95-102 

II. Development and Interpretation 

A. Varied Interpretation 

B. Uses 

Cyclopedia of American Government, Vol. 2, pp. 467-468 
Fish —pp. 268-269 
Hart —pp. 99-242 

Phelps— pp. 2-3, 16-19, 18-23, 36-43, 46-48, 66-71 
Coolidge —pp. 103-107 

Restatement of the Monroe Doctrine—-Outlook, Aug. 17, 1912 Vol 101, 

843-4 

III. Modern Status 

A. American attitude 

Phelps— pp. 64-14, 94-104, 123-136, 137-141, 143-150, 150-154, 154-159, 
160-167, 179 181, 193-199, 199-210, 2KV224, 224-228, 228-229, 230-238, 
238-245 
Taft —pp. 1-39 

Blakeslee —126-159, 160-171, 172-175 
Weyl —pp. 55-57 89, 206-208, 209-212 
Latane —pp. 255 284 
Bullard— pp. 281-282, 284-290 
Coolidge —107-120 

Dunn , A. W. —1 Incle Sam on Police Duty—Rev. of Revs., Apr. 191L v. 
43, 462-465 

Woolsley, T. S .—Mcnroe Doctrine Fundamentals, N. Am. Rev. June 
1914, v. 199, 833-840 

Johnson —Mot. roe Doctrine from a Non-technical Point of View — Nation 
Sept. 30 1915, v. 101, 404-405. 

Monroe Doctrine not Obsolete—Ind. Dec. 18, 1913. v. 76, 530-531 

B. South American attitude 

Phelps— pp. 48-56, 76-94. 174-178, 187-193 

Sherill —99-104 

Hart —243-259 

Blakeslee —121-125 

Weyl —208-209 

Whelplcy —51-52 

Skinner —R. D., International Democracy—Nation, Mar. 16, 1916, v, 102, 

306-307 


286 


i 


C. European attitude 

Phelps —71-76 
Sherill —97-99 
lfart —269-281 
Bullardr— 282-284 

Krouss, H. —Monroe Doctrine as Germany Secs It—Atlantic Sept. 1915, 
v. 116, 313-321 

IV. Relation to the League of Nations 

Phelps— 108-121 
Gibbon —203-218 

Latane, J. H., League of Nations and the Monroe Doctrine—World’s 
Work, Feb. 1919, v. 37, 441 444 

Bryce, James, Monroe Doctrine and the League of Nations—Nation, Dec. 
13, 1917, v. 105, 659 

Monroe and Wilson —Ind. Jan. 17, 1916, v. 85, 73 
* Doctrine of the League, No. Am. Rev. Ag. 1919, v. 210, 154-148 

References for No. 57 
Bibliographies 

Hart, A. B .—The Monroe Doctrine—An Interpretation pp. 405-421 
—Little, Brown & Co. 1916 (References Characterized) 

Library of Congress —List of References on the Monroe Doctrine 
Washington, Government Printing Office, 1919 
Phelps, E. M. — *Srlected Articles on the Monroe Doctrine—New 
York, H. H. Wilson Co. 1915 

Other Books 

Blaheslce, C. II .,—Latin America (a compilation)—Stechert 
Bullard, Arthur —Diplomacy of the Great War—Macmillan 
Coolidge, A. C., —The United States as a World Power—Macmillan 
Cyclopedia of the American Government—Appleton 
Fish, C. R .—American Diplomacy—Holt 

Gibbons, II. A .,—Reconstruction of Poland and the Near East—Century 

Latane, J. II ..—America as a World Power—Harpers 

Phelps, E. M .,—Selected Articles on the Monroe Doctrine—'Wilson 

Sherill, C. H .,—Modernizing the Monroe Doctrine—Houghton, Mifflin 

Taft, W. II .—The United States and Peace—Scribners 

Wcyl, W. E .,—American World Policies—Macmillan 

Latane, J. II .—From Isolation to Leadership—Doubleday, Page 

Wilson, G. G ..—The Monroe Doctrine and the League of Nations 

■—League to Enforce Peace, Pub. No. 15 

♦Magazine articles listed under the subjects with which they deal. 


I 


NO. 59. AMERICA A WORLD POWER 


(For intensive study) 

I. Change in Attitude of America to European Questions in 1898 
A. Review of early American history with regard to Europe 

1. Before 1815 America really a part of Europe 

a. Affected by European wars during Colonial period 

(every European war fought in America as well 
as in Europe). Examples: King William’s War, 
Queen Anne’s War, Seven Years’ War. 

b. After 1789, though independent politically, America 
dependent intellectually and economically. With 
establishment of new Government, wars between 
France and England divided America politically 
into Republicans and Federalists 

—McLaughlin’s American History 

c. 1815. End of Napoleonic wars and war of 1812. 
Result: birth of National consciousness; attention 
turned from Europe to development of America. 

2. 1815-1898. Period of Isolation. America busy with de¬ 
veloping own country and conquering a continent 

a Acquisition of territory—map—Hart’s New Am¬ 
erican History 

b. Growth of national sentiment 

c. Development of West 

3. 1898-1900. Turning point 

Presence of American interest in Pacific the result of 
acquisition of Philippines, necessitated joint action with 
European nations in adjusting disturbed conditions in 
China 

II. The Cuban Question 

A. From early time Cuba considered of great value to America 

/ 

1. Jefferson’s ideas 

Latane, “America as a World Power” 

2. Before Civil War Spain’s possession guaranteed pro¬ 
vided she would not cede island to European powers 
Fite’s American History 

Y 3. Os tend Manifesto 

> a Hart’s American History; McLaughlin 


288 


f" 

i 

B. After Civil War extension of American interests in Cuba 

1. Ten years’ war of great cruelty 

i 

a. Attitude of Grant compared with that of Secretary 
Fish 

i. 

b. Affair of The Virginia (Monitor) 

Capture and execution of Americans almost result 
in war 

Policy of Fish criticised as violation of Monroe Doctrine 

2. Cuban Insurrection of 1895 

a. Policy of Gomez in destruction of plantations and 
and continued skirmishing 

b. Policy of General Weyler's “Proclamation,” result¬ 
ing in death of 1000 women and children 

c. Imprisonment of American citizens 

d. Cleveland’s policy 

Kefusal to extend belligerent rights to insurgents 
Attempts of Congress to pass resolution recognizing 
state of war ignored by Cleveland 

III. War with Spain 

A. Preliminaries of the War 

1. Recall of Wevler, appointment of General Blanco 
—Latane, “America as a World Power” 

2. Fitzhugh Lee’s message to McKinley that it might be 
nc essary to send troops to protect Americans 

— F. K. Chadwick, “United States and Spain” 

;L Tae Maine disaster, February 15, 1898—investigation 
- R. F Alger, “Spanish American War” 

4. F ad of diplomatic negotiations 

a. McKinley’s message, April 11th 

b. Demand of Congress for withdrawal of Spanish 
troops from Cuba. Congress disclaims intention of 
exercising sovereignty over Cuba 

B. The Wai am! its results 

1. Bbu’l ade of Cuba; Rear Admiral Sampson on northern 
coast; Commander Schley at Hampton Roads 

2. Battle of Manila Bay 

a. Admiral Dewey destroys Spanish fleet, May 1st 

b. Dewey’s difficult position in regard to German 
squadron in Manila Bay 

(1) Admiral Von Diederich s open sympathy for 
Spanish 

(2) Friendly attitude of British commander of 
great value to Dewey 



289 


3. Movements of Atlantic Squadron 
Sampson watching for Cervera 

4. Santiago Campaign 
Battle of San Juan Hill 

5. Invasion of Porto Rico 

6. Treaty of Peace—Paris 

a. Spain’s withdrawal from Cuba 

b. Porto Rico ceded 

c. Payment of $20,000,000 for Philippines 

IV. The Philippine Question 

A. The insurrection 

1. Aguinaldo attempts to found republic 

2. Four years of guerilla warfare 

3. Capture of Aguinaldo, 1901 

B. Connection with presidential election, 1900: Imperialism 
vs. “Free Silver” 

—Latane, “America as a World Power” 

C. Establishment of Civil Government in Philippines 

—Sparle’s “Expansion” 

1. The Taft Commission 

2. Taft’s first government 

—D. C. Worcester, “Philippines, Past and Present” 

V. Problems of Government in New Island Possessions 

A. New constitutional questions 

1. Hoes the Constitution follow the flag? 

2. Decision in insular cases 

B. Territorial government provided for Hawaii (Latan6) 

C. Government of Porto Rico like that of Philippines 

D. Sanitary problem in Cuba—conquest of yellow fever during 
our occupation 

E. General characteristics of U. S. rule in islands 

VI. United States drawn close to other nations in Pacific 
A. Threatened partition of China 

1. John Hav and the “Open Door Policy” 

2. The note of Sept. G, 1899, to principal European pow¬ 
ers and Japan 


19—S 


290 


B. The Boxer Movement in China 

1. Murder cf foreigners, May, 1900 

2. Baron Von Kestler murdered, June 20th 

3. Foreign legations besieged 

4. Foreign powers send army to relieve ministers 

5. 2500 American cavalry and infantry join 

6. Chinese government yields, indemnity of over $300,- 
000,000 paid 

7. IT. S. returns over half of $124,000,000 given to it 

8. Fund used by Chinese government for education of boys 
and girls in American schools—result, true interna¬ 
tionalism 

—Latan6, “America as a World Power” 

VII. The United States in the World Peace Movement 

A. The Hague Conference and Tribunals 

1. Call for first conference by Czar of Russia, 1899; 
twenty-six governments send representatives 

2. International court of arbitration established 

a. U. S. appears in first case—“U. S. vs. Mexico in 
Pious Fund” On behalf of church U. S. demands 
settlement from Mexico. Award: Mexico forced to 
pay $1,420,000 and $43,000 annually 

b. Roosevelt suggests settlement of claims of Great 
Britain, Germany, and Italy about Venezuela at 
Hague court 

c. Settlement of dispute with Great Britain over fish¬ 
ing rights off Newfoundland 

d. Settlement of boundary line between Canada and 
Alaska. Discovery of gold, 1897, leads to dispute. 
Special court of 2 Canadians, 3 Americans, and 
the Lord Chief Justice of England—Alverstone. 
Higgins “Hague Peace Conferences” ; I. S. Block 
“Future of War”; Baroness Von Sulten “Lay Down 
Your Arms”; Fite “American History” 

B. Roosevelt attempts to end Russo-Japanese war 

1. Representatives sent to Portsmouth, N. H., 1905 

2. End of war 

3. Award of Nobel Prize to Roosevelt 

C. Second Hague Conference, 1907 (44 governments represent¬ 
ed) 

1. Results in formation of tentative agreements 

2. Plans for a third conference, to be held in 1915 

3. Supreme court of the world suggested 


291 


VIII. Tlhe Panama Canal 

A. Need of canal impressed upon people by the voyage of Ore¬ 
gon round Cape Horn during Spanish-American war (1200 
miles instead of 400) 

B. McKinley attempts to secure modification of Clayton-Bul- 
wer treaty 

C. Hay-Pauncefote treaty, Dec. 1G, 1901 

D. Questions of route 

1. Report of Walker commission 

2. Passage of Hepburn Bill 

3. French offer to sell property and interests 

4. Revision of Walker report 

5. Passage of Spooner amendment to Hepburn Bill 

a. Purchase of French property 

b. Acquires from Republic of Colombia the right 
through Panama 

c. If unable to secure them, then Nicaragua route 

J. Bryce, “South America”; C. H. A. Forbes “Panama 
Canal Conflict”; C. F. Adams, “Panama Canal 
Zone” 

E. The Panama Revolution 

1. Hay-Herran treaty: Pay Columbia $10,000,000 cash and 

annuity of $250,000 for lease of strip of land six miles 
across isthmus. 

2. Revolt of people of Panama against Colombia. 

3. U. S. Troops land to prevent Colombian troops from 
landing on American soil 

4. Recognition of Republic of Panama 

5. Treaty with Panama 

F. Construction of Canal 

1. Work begun in spring of 1904—first ship passed through 
in 1913 

2. Size—50 miles long, channel 300 to 1000 feet wide 

3. General Goethal’s demonstration as to efficiency of 

modern methods of sanitation in eliminating disease 



292 


G. Question of Canal Tolls 

1. Passage of Act of 1912 exempting coastwise shipping of 

U. S. from tolls 

2. Protest of Great Britain; Hay-Pauncefote Treaty con¬ 
tains principle of neutrality 

3. Wilson’s requests for repeal of exemption clause 

H. Bryan Treaty of 1914 with Colombia fails to pass Senate 

I. Award to Columbia—April 20, 1921 

1. $25,000,000 in live yearly installments 

2. Adjusts boundaries between Panama and Colombia 

3. Grants Colombia same privileges as U. S. in transport¬ 

ing mails, goods, passengers and military forces in 
crossing isthmus by railroad and canal 

4. Undertakes to use our influence toward re-establishment 
of diplomatic relations between Colombia and Panama 

IX. Pan-Americanism 

A. Calling of First Pan-American Congress, 1882 

1. Purpose: to discuss methods of preventing war be¬ 
tween nations of America 

2. Invitation withdrawn because of war between Chile and 
Peru 

B. Second Invitation for First Pan-American Congress, 1889 

1. Responses from 18 American Republics and Brazil 

2. Subjects discussed 

a. Mutual trade regulation 

b. Standard of weights and measures 

c. Common currency 

d. Code for the arbitration of frequent quarrels among 
Latin Republics 

—E. Root, “Speeches in South America,” (American 
Academy of Political and Social Science 1914) 

C. Other Congresses 

1. Second held in Mexico, 1901-02 

2. Third held in Rio de Janeiro, 1900 

3. Fourth held in Buenos Ayres, 1910 

4. Fifth to be held in 1915, but given up because of World 
War 

—Lata lie, “World Power” 


293 


D. Pan-American Union 

1. Object—furtherance of commerce, friendly intercourse, 
and mutual understanding 

2. Organization—government board composed of Secretary 
of State of U. S. and diplomatic representatives in 
Washington 

X. The World War 

A. Moral necessity compels America to take her stand with 
Allies against Central Powers 

B. Summary of first three years of war—August, 1914 
1. Outbreak of war 

a. Political murder of Archduke Francis Joseph at 
Sarajevo 

b. Russia mobilized to protect Serbians 

c. Germany declares war on Russia August 1st and on 
France (Russian ally) August 3rd 

d. Violation of mutual rights of Belgium causes Great 
Britain to declare war on Germany 

C. United States as a Neutral 

1. America affected by war 

a. First duty of country to bring home thousands of 
American tourists in Europe 

b. Federal Reserve Act prevents panic in the inter¬ 
ference with European trade 

c. Revival of business in America as a result of orders 
of arms and supplies from England, France, and 
Russia 

2. Interference with neutral trade 

a. British government originated policy of search 

(1) U. S. protests against policy of blockade and 
continuous blockade 

(2) Same doctrine U. S. had enunciated in Civil 
War in reference to Matamoras, Nassau, and 
Havana 

D. Submarine Warfare 

1. British government, Nov. 3, 1914 ‘‘War Area” 

2. Germany declares war zone about British Isles and 
warns neutral ships from waters, Feb. 1915 


294 


3. Destruction of Lusitania, May 7, 1915 

a. 1153 deaths; 114 American men, women, and child¬ 
ren 

b. Lusitania correspondence 

4. Torpedoing of Arabic 

a. Germany promises to modify her policy 

b. Pledge not kept in good faith 

5. Torpedoing of Sussex 

E. German activities in United States 

1. Recall of Dr. Dumba demanded 

2. Activities of Von Papen and Captain Boy-Ed 

F. Humanitarian Activities in War Before United States 
enters 

1. Hoover war relief commission 

2. Loans to Allies 

G. Election of 1916 

1. Nomination of Hughes by Republicans 

2. Nomination of Roosevelt by Progressives 

3. Nomination of Wilson by Democrats 

4. Slogan for Wilson: “He kept us out of war” 

H. New German War Zone Announced, Feb. 1, 1917 
Map in “Great War”, Vol. TV, page 432 

1. Passports given to Count Bernstorff 

2. Debate on proposal to American merchant ships 

I. War Declared on Germany 

1. Zimmerman note, March 1st—Mexico to unite with Ger¬ 

many and Japan against United States 

2. President’s war address, April 2nd 

3. War declared, April 6th 

J. Activities of American Forces in Europe 
1. Organization of army 

a. General Pershing appointed Commander-in-Chief of 
the American Forces in France 

b. General Staff 

c. Division into five groups 

d. Organization and training school system started 


295 


2. The American Zone 

3. Supplies 

a. Transportation 

b. Artillery, airplanes, and tanks 

4. Engagements 

a. Chateau Thierry Fight 

b. Battle of St. Mihiel 

c. Meuse Argonne Offensive 

5. Relations with Allies 

K. The Problem and Prospect of Peace 

1. President Wilson and Peace Conference in Paris 

2. Decision of Peace Conference for League of Nations 

3. First draft of Covenant of League of Nations 

a. Discussion in United States 

b. Opposition in United States 

4. Revision and Final Draft 

5. Difficulties in applying “fourteen points” 

6. Presentation of Terms to Germany 

7. Peace Treaty signed, June 28th 

a. Terms 

b. Debate in America over acceptance 

c. Senate rejects terms 

L. Election in 1920 

1. Nomination of Cox by Democratic Party 

2. Nomination of Harding by Republican Party 

8. Harding’s opposition to League believed reason for tre¬ 
mendous popular vote 

M. America Takes Her Place in European Councils 

1. President Harding invited to send representative to 
meetings 

2. Colonel Harvey, American Ambassador to Great Britain, 
directed to represent America at meetings 

XI. America Leads the Wav 

A. Preliminaries of Washington Conference 

1. President Harding addresses Congress, April 12, 1921 

2. Borah resolution replaced by Porter resolution 

3. President issues call for Conference to discuss Limita¬ 
tion of Armaments and Near-East questions, to meet at 
Washington, Nov. 11, 1921 

B. Results of Washington Conference 

1. Four-Power Treaty—insular affairs 

2. Nine-Power Treaty—China 

3. Five-Power Treatv—limitation of armaments 


296 


SUGGESTED TOPICS FOR CLASS DISCUSSION 
IN PROBLEMS OF DEMOCRACY 

1. Compulsory school attendance to be raised to 16 years and 

completion of eight school grades 

2. Government ownership and operation of natural resources 

3. Government ownership and operation of public service utilities 

4. Abolition of usury laws 

5. The minimum wage 

6. Immigrants to become citizens of the United States within five 

years, having completed a course in citizenship that includes 
both English and Civics 

7. Prohibition of immigration for a period of years 

8. Cooperative marketing 

9. Immediate independence of the Philippines 

10. Direct primaries 

11. Complete autonomy for China 

12. A League of Nations 

13. Abandonment of the Monroe Doctrine 

14. All nations should have corridors to the sea 

15. Ship subsidies for our merchant marine 

16. Proportional Representation 

17. The Short Ballot 

18. The Initiative and Referendum 

19. The Recall 

20. No liberty without law 

21. “Equal pay for equal work” 

22. Old age pensions 

23. Consolidation of rural schools 

24. Hens vs. cows—value to farmer 

25. Daylight saving 

























































































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